PROGNOSTIC PERFORMANCE OF CRIMINOLOGY STUDENTS IN THE SUBJECT PERSONAL IDENTIFICATION WITH CONTENT ANALYSIS
Alfie P. Sarmiento, Ph.D. Crim
ABSTRACT
This study aims to evaluate the current pedagogy and the level of mastery of Criminology students in the subject Personal Identification based on the core competencies defined by the Professional Regulations Commission. Similar assessment must be designed to measure the proficiency of students before passing the course and such aptitude will predict the performance of the students in future board examination, qualifying tests and certification trainings. Such premise put schools responsible for the proficiency of the country’s future fingerprint specialists. The study was conducted in selected higher educational institutions offering BS Criminology in Region III. The researcher engaged 255 respondents in a mock test to predict performance in the licensure examination particularly on the subject Personal Identification. The researcher used the descriptive-evaluative research methodologies to establish what is normal and what could be predicted to happen again under given circumstances. Responsive evaluation technique was also used in the study to evaluate how responsive a program is to all those taking part on it. In order to address the specific problems in the study, questionnaire technique was used to collect the data required. The researcher also used a validated questionnaire in the form of a Multiple Choice Questions (MCQs) to measure mastery of the respondents in the subject Personal Identification and predict the performance of the respondents in future board examinations. The Scantron Guidelines on item analysis was used to determine the reliability of the instrument. Test scores were analyzed and interpreted using a scale to determine level of mastery of the respondents. With the application of statistics, teachers are guided with their decisions particularly in choosing the appropriate methodology or strategy in the delivery of instruction. The study revealed that there is a significant difference in the test scores as a result of the different method of instruction used by Criminology Instructors in teaching the subject Personal Identification. The findings also revealed that students who were taught innovative teaching methodology performed better in diagnostic test.
Keywords: academic performance, content analysis, curriculum-based measurements, mastery learning, personal identification, pedagogy, technology-based learning
Alfie P. Sarmiento, Ph.D. Crim
ABSTRACT
This study aims to evaluate the current pedagogy and the level of mastery of Criminology students in the subject Personal Identification based on the core competencies defined by the Professional Regulations Commission. Similar assessment must be designed to measure the proficiency of students before passing the course and such aptitude will predict the performance of the students in future board examination, qualifying tests and certification trainings. Such premise put schools responsible for the proficiency of the country’s future fingerprint specialists. The study was conducted in selected higher educational institutions offering BS Criminology in Region III. The researcher engaged 255 respondents in a mock test to predict performance in the licensure examination particularly on the subject Personal Identification. The researcher used the descriptive-evaluative research methodologies to establish what is normal and what could be predicted to happen again under given circumstances. Responsive evaluation technique was also used in the study to evaluate how responsive a program is to all those taking part on it. In order to address the specific problems in the study, questionnaire technique was used to collect the data required. The researcher also used a validated questionnaire in the form of a Multiple Choice Questions (MCQs) to measure mastery of the respondents in the subject Personal Identification and predict the performance of the respondents in future board examinations. The Scantron Guidelines on item analysis was used to determine the reliability of the instrument. Test scores were analyzed and interpreted using a scale to determine level of mastery of the respondents. With the application of statistics, teachers are guided with their decisions particularly in choosing the appropriate methodology or strategy in the delivery of instruction. The study revealed that there is a significant difference in the test scores as a result of the different method of instruction used by Criminology Instructors in teaching the subject Personal Identification. The findings also revealed that students who were taught innovative teaching methodology performed better in diagnostic test.
Keywords: academic performance, content analysis, curriculum-based measurements, mastery learning, personal identification, pedagogy, technology-based learning