Factors That Affect the Study Habit of Criminology Students of Cor Jesu College: Its Effects to Their Classroom Performance

A Research Presented to the
Faculty of Cor Jesu College

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

Alan A. Lumanog, Jr.
Leonilo F. Fuentis, Jr.
Kim Rhayian S. Igdanes
BSCrim - IV

CHAPTER I
INTRODUCTION

Background of the Study Criminology is a social science approach that studies law making, law breaking, and the social responses to crime. The principal elements of criminology are social science theory and research methods that explore all aspects of criminalities and justice issues. It is a field of critical inter-disciplinary inquiries that focus on the analyses of crimes, criminalities, social control and regulations, and the criminal justice system. Inter-disciplinary in nature, the theoretical and methodological approaches central to Criminology are complemented by a number of disciplines, including anthropology, history, political science, sociology, philosophy, and psychology (Pratt, 2011). In this era of globalization and technological revolution, education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living. It ensures the acquisition of knowledge and skills that enable individuals to increase their productivity and improve their quality of life. This increase in productivity also leads towards new sources of earning which enhances the economic growth of a country (Farooq, 2011).
The quality of students’ performance remains the top priority for educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for the quality of performance of learners. These variables are inside and outside school that affect students’ quality academic achievement. These factors may be termed as student factors, family factors, school factors and peer factors. Generally these factors include age, gender, geographical belongingness, ethnicity, marital status, socio-economic status (SES), parents’ education level, parental profession, language, income and religious affiliations (Jaggia, 1992).
Furthermore, socio-economic status is one of the most researched and debated factors among scholastic professionals that contribute towards the academic performances of the students. The most prevalent argument is that the socio-economic status of learners affects the quality of their academic performances. Most of the experts argue that the low socio-economic status has negative effects on the academic performance of students because the basic needs of students remain unfulfilled and hence, they do not perform better academically. The poor socio-economic status causes environmental deficiencies which results in low self-esteem of students (Farooq, 2011).
Locally, criminology students in Mindanao, particularly at Cor Jesu College are affected by these factors which impede their willingness to strive hard and pass the criminology course. These factors greatly deteriorated the situation and worsen the performance of the said above. However, these circumstances serve as a challenge not only to the students but also to all the teachers and staffs of the school.
Study is an important student’s academic performance; it occupies a very important place in education as well as in the learning process. It is considered as a key criterion to judge one’s total potentialities and capacities (Nuthana & Yenagi, 2009) which is frequently measured by the examination’s results. It is used to pass judgment on the quality of education offered by academic institution. In fact, it is still the most topical debate in major higher learning institutions that caused great concern to educators and researchers due to the alarming examination performance of students.

Statement of the Problem
This part of the paper presents the main problems of study and these are as follows: 1. What are the factors that affect the study habit of criminology students of Cor Jesu College? 2.1 Financial status 2.2 Peer pressure 2.3 Religious affiliations 2.4 Parents’ education level and profession 2. What are the effects of the factors in their classroom performance? 1.1 Academic Performance
1.2 Self-confidence
1.3 Behaviors
3. Does the factors affect the study habit of criminology students and their classroom performance?

Hypothesis There are factors that have significant effects on the study habits and classroom performances of criminology students in CorJesu College. These include age, gender, geographical belongingness, ethnicity, marital status, socio-economic status (SES), parents’ educational level, parental profession, language, income and religious affiliations. The above-mentioned factors are assessed further through data gathering using survey questionnaires. REVIEW RELATED LITERATURE
Educational services are often not tangible and are difficult to measure because they resulted in the form of transformation of knowledge, life skills and behavior modifications of the learners (Tsinidou, Gerogiannis, &Fitsilis, 2010). There is no commonly agreed upon definition of quality that is applied to the education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success. The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance is vital for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure and parents’ involvement in their child’s education increas the rate of academic success of their child (Furstenberg & Hughes, 1995).
FINANCIAL STATUS The relationship between gender and academic achievements of students has been discussed for decades (Eitle, 2005). A gap between the achievement of boys and girls has been found, with girls showing better performance than boys in certain instances (Chambers & Schreiber, 2004). Gender, ethnicity, and father’s occupation are significant contributors to student achievement (McCoy, 2005; Peng& Hall, 1995). Above and beyond the other demographic factors, the effects of SES are still prevalent at the individual level (Capraro, M., Capraro, R., & Wiggins, 2000). The SES can be deliberated in a number of different ways; it is most often calculated by looking at parental education, occupation, income, and facilities used by individuals separately or collectively. Parental education and family SES level have positive correlations with the student’s quality of achievement (Caldas &Bankston, 1997; Jeynes, 2002; Parelius, D., &Parelius, A., 1987; Mitchell &Collom, 2001; Ma & Klinger, 2000). The students with high level of SES perform better than the middle class students and the middle class students perform better than the students with low level of SES (Garzon, 2006; Kahlenberg, 2006; Kirkup, 2008). The achievement of the students is negatively correlated with the low SES level of parents because it hinders the individual in gaining access to sources and resources of learnings (Duke, 2000; Eamon, 2005; Lopez, 1995). Low SES level strongly affects the achievement of students, dragging them down to a lower level (Sander, 2001). This effect is mostly visible at the post-secondary level (Trusty, 2000). It is also observed that the economically disadvantaged parents are less able to afford the cost of education of their children at higher level and consequently they do not work at their fullest potential (Rouse & Barrow, 2006).
PARENT EDUCATION
Krashen (2005) concluded that students whose parents are educated scores higher in standardized tests than those whose parents were not educated. Educated parents can better communicate with their children regarding the school work, activities and the information’s being taught at school. They can better assist their children in their homework and participations in school (Fantuzzo &Tighe, 2000; Trusty, 1999). Theory of Educational Productivity by Walberg (1981) has determined three groups of nine factors based on affective, cognitive and behavioral skills for optimization of learning that affects the quality of academic performance: Aptitude (ability, development and motivation); instruction (amount and quality); environment (home, classroom, peers and television) (Roberts, 2007). The home environment also affects the academic performance of students. Educated parents can provide such an environment that suits best for academic success of their children. The school authorities can provide counseling and guidance to parents for creating positive home environment for improvement in students’ quality of work (Marzano, 2003). The academic performance of students heavily depends upon the parental involvement in their academic activities to attain the higher level and quality academic success (Barnard, 2004; Henderson, 1988; Shumox& Lomax, 2001). There is a range of factors that effects on the quality of performance of the students. A series of variables is to be considered to identify the affecting factors towards quality of academic success. Identifying the most contributing variables in quality of academic performance is a very complex and challenging job. This diversity is very vast and complex as ever before in Pakistani culture. Keeping view in all of these discussions, researchers conducted a study to examine the effect of different factors on the students’ quality of academic achievement at the secondary school level in a metropolitan city of Pakistan (Waters &Marzano, 2006). Students’ performance remains the top focusamong educators. It is meant for making a difference locally, regionally, nationally and globally. Educators, trainers, and researchers have long been interested in exploring variables contributing effectively for the quality of performance of the learners. These variables are inside and outside school that affect students’ quality of academic achievement. These factors may be termed as student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004).
The formal investigation about the role of these demographic factors is rooted back in 17thcentury (Mann, 1985). Generally, these factors include age, gender, geographical belongingness, ethnicity, marital status, socioeconomic status (SES), parents’ education level, parental profession, language, income and religious affiliations. These are usually discussed under the umbrella of demography (Ballatine, 1993). In a broader context demography is referred to as a way to explore the nature and effects of demographic variables in the biological and social context. Unfortunately, defining and measuring the quality of education is not a simple issue and the complexity of this process increased due to the changing values of quality and attributes associated with by the different stakeholders’ view point (Blevins, 2009; Parri, 2006).
SOCIOECONOMIC STATUS
Besides other factors, socio-economic status is one of the most researched and debated factor among educational professionals that contribute towards the academic performance of students. The most prevalent argument is that the socio-economic status of learners affects the quality of their academic performance. Most of the experts argue that the low socioeconomic status has negative effect on the academic performance of students because the basic needs of students remain unfulfilled and hence, they do not perform better academically (Adams, 1996).
Most researches attempting to link student’s performance and expenditures stem to the conclusions drawn from the Coleman report (Coleman et al., 1966). In short, this report finds that school expenditures have only minor influence on students’ achievement. Instead, variations of family background among students in the school is the primary determinant of students' performance. Nearly three decades after the Coleman report, Hanushek (1986, 1989, 1996) surveyed most of recent published empirical literatures and also concluded that there is no clear relationship between school expenditures and student performance. Hedges et al. (1994) and Hedges and Greenwald (1996) re-analyzes essentially the same studies summarized by Hanushek, yet their statistical evidence suggested that school expenditures have a statistically significant and positive influence on student achievement (Rouse & Barrow, 2006). Other studies explored the relationship between expenditures on schools and future earnings and arrived at the same conflicting results. Card and Krueger (1992) estimated the relationship between the return to schooling in a given state and several attributes of a state's educational system. Their results indicated that additional school resources are powerfully linked to increases in students' earnings as adults. Heckman et al. (1996) found out that Card and Krueger's conclusions are very sensitive to their assumption of strict linearity. Once this assumption is relaxed, the importance of school resources shrinks dramatically. For example, school resources appear to have little or no effect on the earnings of workers who have not completed college. Lastly, Betts (1995) examined three commonly used measures of school quality, class size, teachers' salaries, and teachers' level of education, and also found no significant relation between them and subsequent earnings of workers (Hanushek and Taylor, 1990). From an economist's point of view, the connection between money and education is mad-denyingly unclear. A number of difficulties plague earlier studies on this subject. This paper seeks to remedy this state of affairs by offering a better data design and a sounder methodology. First, the data set is comprehensive and includes virtually every 4th, 8th, and 12th grade student in the state of Massachusetts. Other commonly used measures of student performance, like the SAT scores, are not reliable since they suffer from selectivity bias (Hanushek and Taylor, 1990) and are taken only by older students. Furthermore, since each observation in the data set is for an individual school district and all school districts lie within the same state (following the same laws and regulations), the problem of omitted variable bias is reduced. This less aggregated data set contains more information about community characteristics and tends to produce more reliable estimates of the true impact of school expenditure on attainment (see Hanushek et al., 1996).
Second, the estimation method is statistically sound and it captures the nonlinearities inherent in the model 1. This study uses the 1992 Massachusetts Educational Assessment Program (MEAP) test scores for the three aforementioned grade levels to measure student performance. Since MEAP scores can fall into one of five different categories, there is no unique dependent variable measuring student performance in this application. One could use the estimated average of MEAP scores in a community as a single value of the dependent variable. However, the use of this average suppresses useful information and cannot capture movement between different categories of students' scores. Moreover, a commonly used linear model on this average incorrectly assume that the marginal contribution of each regress or is constant and can thus lead to erroneous conclusions. The application of an ordered logic model appropriately captures the natural ordering of the dependent variable and any inherent nonlinearity (Hanushek and Taylor, 1990).
PEER PRESSURE
Two aspects of college life make it an ideal environment in which to study peer influence on alcohol use. First, there is a pronounced shift in influence from parents to peers duringcollege. Both peers and family influence alcohol use over the child’s course of development (White, Bates, & Johnson, 1991). Early on, parents have a strong influence on the child’s attitudes and behaviors (Kandel& Andrews, 1987). As adolescents get older, they spend less time with their parents and more time with friends (Csikszentmihalyi& Larson, 1984),resisting the attempts of parents to control the selection and association among these friends (Smetana & Asquith, 1994). Peers become increasingly important and are relatively independent of parental oversight or control (Brown, Dolcini, & Leventhal, 1997). This process intensifies in college. Matriculating students seek to establish a peer network that can be a source of support and intimacy (Paul & Kelleher, 1995), and assist the transition to college by providing role models and social opportunities (Hays & Oxley, 1986). Using alcohol frequently facilitates the adoption of a new college student’s identity as well as serving as markers of freedom from parental control (Maggs, 1997).
Second, the prevalence of alcohol-based social opportunities on campus contributes to the potency of peer influence on individual attitudes and behaviors. Alcohol is a prominent part of the college culture, present at most social functions and part of many peer interactions (Thombs, 1999). Most students begin drinking alcohol by the time they arrived at college (Johnston et al., 2000) and many view college as a place to drink excessively, in a time limited fashion, before assuming the responsibilities of adulthood. Because peers are the most salient social referents in the college environment (Perkins, 1997), they are a potent influence on alcohol use. Most new acquaintances at college will be drinkers: recent research indicating that four out of five college students drink (Wechsler, Lee, Kuo, & Lee, 2000). In addition, college peers tend to be more approving of alcohol use (Johnson, 1989).
In summing up, peers play a considerable role in the development and maintenance of alcohol use among college students. To develop a peer network on campus, students immerse themselves in the social environment (Martin & Hoffman, 1993). The prevalence of alcohol use on campus makes it likely that students will encounter peer-drinking levels and alcohol-related attitudes unlike anything encountered before (Schulenburg, Bachman, O’Malley, & Johnston, 1994). Exposure to such drinking often leads to increased alcohol use: students residing in places where ‘‘heavy drinking is approved and where alcoholic beverages and the places to consume them are readily available will drink relatively heavy on the average’’ (Schall, Kemeny, & Maltzman, 1992, p. 134). Thus, alcohol-related attitudes and behaviors of peers are consistently related to personal attitudes and behaviors (Brennan, Walfish, & AuBuchon, 1986).

RELIGIOUS AFFILATION
Many parents faced with trepidation the prospect of their child going to college – any college. Among the myriad of feelings is that the young person will change in a number of ways and possibly ignore or stray from values the family has identified as important including values related to religious convictions. The classic concern expressed by some parents and religious leaders is that even strong convictions could be compromised during the educational process leading to substantial changes in the student’s religious commitment and conviction during these years. The more fundamentalist (conservative) Christian popular print and broadcast media have provided clear examples of this concern. A cursory search of these resources, yielded articles, books and radio programs giving instructions and admonitions for the college-bound in order to protect their faith from the attack during this educational process. More specifically, during the summer months, fundamentalist Christian radio programs such as Breakpoint have presented near daily commentaries on surviving college, fighting temptation, and “how to stand your ground” (Colson, 2002).

Theoretical and Conceptual Framework The idea behind this study is to determine the factors that affect the study habit of criminology students in Cor Jesu College and give relevant measure about the said conflict to be able to encourage the criminology students to achieve high academic performance.

Factors That Affect Study Habit of Criminology Students in Cor Jesu College

* parents’ education level * peer pressure * financial status * religious affiliations * socioeconomic status

Effects to Classroom Performance

* Low Academic Performance * Low Self-Esteem * Misbehaviors

Significance of the Study The study provides descriptive data about the factors that affect the study habits of criminology students in Cor Jesu College. This is very important since it discusses the reality happening among the students in the school, particularly the ones taking the criminology course. The researcher of this paper hopes that the result of this research will help and improve the quality and the leaning process criminology students, and recognize the things that must be improved for a better classroom performance. This research may also aid the teachers, staffs and even parents to do better actions as to the remedy for the above mentioned factors which affect the students. Lastly, the study may serve as a baseline of information for future researches related to the topic. This also aims to give information-benefits to the academe of Cor Jesu College and even other educational institution and other group which will conduct their future studies related to the matter.

Definition of Terms
Factors - a constituent or element that brings about certain effects or results, or indicates a specific multiple, number, or quantity.
Study - to buy out the time and dedicate self to the application and the task of Study which is to become engrossed in a process of learning, practice enlightenment and education of one's self
Study Habit - buying out a dedicated scheduled and un-interrupted time to apply
One’s self to the task of learning.
Criminology - the scientific study of crime and criminal behavior and law
Enforcement
Its effect to their Classroom Performance - Poor academic performance, Low self-confidence, Misbehaviors, these are the effect to their classroom performance

CHAPTER II
METHODLOGY
RESEARCH METHOD This chapter deals with the discussion of the research design, research subjects, research instrument, and data gathering procedure. This study was conducted in the Cor Jesu College, catholic school in Digos city, owned and operated by the brothers of the sacred heart; this study will be conducted study habit of criminology student of Cor Jesu College of Digos city.
RESEARCH DESIGN
The study used descriptive correlation method. It describes the “Factors That Affect Study Habits of Criminology Students of Cor Jesu College: Its Effects to Their Classroom Performance”. The researcher will be using test questionnaires also to evaluate such factors and its effect to the students.
DESCRIPTION OF THE SUBJECTS
The subjects of the study are the 4th year students of Cor Jesu College. They will serve as respondents of this case study. The answer to the given questionnaires will serve as the basis for the results of this study. Based from the results, the researcher will conclude whether these factors could really affect the study habits and classroom performances of the above -mentioned students.

RESEARCH INSTRUMENT
The researcher will use a questionnaire checklist as the main instrument in gathering the data needed for this study. It is consisted of two (2) items for study habit, two (2) for approach, two (2) for classroom performance, two for (2) affecting the studyand another two (2) for programs. The constructed questionnaire was validated in order to test the validity and reliability of content. Verbal descriptions of the performance were interpreted as five (5) for strongly disagree, four (4) for disagree, three (3) for neutral, two (2) for agree, and one (1) for strongly agree. The description five indicated that the activity is performed at all times; four indicates that activity is performed habitually; three indicates that activity is performed occasionally; two indicates that the activity is performed often and irregular intervals; and one indicates that the activity is never performed.
Data Gathering Procedure
The following were the procedures adopted in this study. 1. Drafting the Proposal. The initial plan for this study was done during the preliminary grading period of the first semester of school year 2013-2014 to address the problems or concerns of some students about the level of factors that affect study habit of criminology students of Cor Jesu College: its effect to their classroom performances. 2. Asking permission to conduct the study. In the gathering of data the researcher asked permission from the Dean of Cor Jesu College Department. 3. Writing of permission letter to the respective Chief of Police in Digos City to administer the questionnaire to the respondents. A letter was sent to the Chief of Police in Digos City asking permission to conduct the researcher made questionnaires to Police Officers. 4. Administering and retrieving the test. The respondents were given questionnaires checklists for them to answer. Collection of the research instruments followed. 5. Analyzing and interpreting the data. The responses of the respondents were tabulated, analyzed and evaluated. Each of the result is revealed later in this chapter.

QUESTIONAIRE
Directions: Please indicate your level of agreement or disagreement with each of these statements regarding Effectiveness and Efficiency of the Digos City Police. Place an "X" mark in the box of your answer.
1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree Factors that affect study habit of Criminology Students in Cor Jesu College | 1 | 2 | 3 | 4 | 5 | 1. Do you study outside class every day? | | | | | | 2. Do you make your assignments? | | | | | | 3. Do you review regularly what were covered in each course? | | | | | | 4. Do you write down all assignments of each class in a special section of the notebook? | | | | | | 5. Do you survey chapters (check the headings, introduction and summary) before reading it in detail? | | | | | | 6. As you read an assignment, do you have in mind question that you are actually trying to answer? | | | | | | 7. Do you try to get the meaning of important new terms as you read the chapter? | | | | | | 8. Do you recite to yourself at the end of each section of the chapter? | | | | | | 9. Do you keep a well-organized notebook with sections for assignments, vocabulary, and lecture notes? | | | | | | 10. Do you keep a calendar for listing the due dates of major assignments? | | | | | |

Effect to their classroom performance | 11. Is there any significant difference between excellent and average lecturersof the class in relation to student’s performance in the classroom? | | | | | | 12. Do your good study habits affect your classroom performance? | | | | | | 13. Do your bad study habits affect your classroom performance? | | | | | | 14. Is financial status a big factor in your classroom performance? | | | | | | 15. Do your classmates’ behaviors affect your classroom performance? | | | | | | 16. Do your parent educational level affect your classroom performance? | | | | | | 17. Do your religious affiliations affect your classroom performance? | | | | | | 18. Do your misbehaviors affect your classroom performance? | | | | | | 19. Are you that ready to perform well inside the classroom? | | | | | | 20. Do your faith count for having a good classroom performance? | | | | | |