Factors Influencing Criminology Students’ Academic Performance at Divine Word College of Calapan, Inc.
DOI:
https://doi.org/10.5281/zenodo.21994246Keywords:
academic performance, criminology students, faculty teaching, study habits, parental support, sequential explanatory mixed methodsAbstract
This study examined the factors influencing the academic performance of Criminology students at Divine Word College of Calapan, Inc., focusing on faculty teaching, study habits, and parental support. A sequential explanatory mixed-methods design was employed. The quantitative phase involved 238 Criminology students from first to fourth year who completed a validated researcher-developed questionnaire, while the qualitative phase involved 15 purposively selected students who participated in semi-structured interviews. Quantitative data were analyzed using descriptive statistics and multiple linear regression, while qualitative data were examined through reflexive thematic analysis. Median General Weighted Averages ranged from 85.51 to 87.15 across year levels, indicating generally above-average academic performance. Detailed results showed that faculty teaching and study habits were rated Influential across year levels, while parental support was Highly Influential among first-, third-, and fourth-year students and Influential among second-year students. Regression analysis showed that study habits significantly predicted academic performance (β = .182, p = .036), whereas faculty teaching (β = .064, p = .564) and parental support (β = .028, p = .800) did not. The combined relationship was very weak (r = .141), with R² = .020. Qualitative findings further showed that students’ experiences centered on navigating academic challenges, experiencing pedagogical friction, and building an ecosystem of academic support. The findings indicate that students disciplined and consistent learning behaviors are the most direct predictor among the factors examined, supporting the development of a Study Habits Enhancement Program (SHEP) that integrates study-skills training, time-management support, peer mentoring, academic coaching, and recognition activities.
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