Predictors of Criminologist Licensure Examination Performance

Authors

  • Harvey Joy P. Agua Capitol University Author
  • Reyna Jean P. Pagon Capitol University Author

DOI:

https://doi.org/10.5281/zenodo.18964178

Keywords:

Criminologist licensure examination, on the job training, comprehensive examination teachers’ performance, criminology graduates

Abstract

One of the most difficult obstacles a graduate must overcome in order to obtain a license for his or her profession is the Licensure Examination. This study aimed to determine the predictors or factors that influence Criminology students' performance in the Criminologist licensure examination. The study utilized descriptive-correlational research design. The respondents of the study were the 112 Criminology graduates from a private institution in Cagayan de Oro City who took the Criminologist Licensure Examination in the years 2019 (June & November), 2021 (December) and 2023 (August). They were chosen using purposive sampling. Secondary data generated from the system were used to gather the needed information for the study. Data were analyzed using Mean and Standard Deviation, Pearson product – Moment Correlation Coefficient and Regression Analysis. Most of the respondents were very satisfactory in their general weighted averages (GWA), and they also performed very satisfactorily during their on-the-job training. However, they perform poorly in their comprehensive exam. Nevertheless, majority of the respondents' passed the Criminologist Licensure Examination (CLE). Analyses examining the relationship between respondents' general weighted averages in BS Criminology subjects and their CLE performance revealed a moderate positive correlation indicating that as GWAs increase, CLE performance tends to improve significantly. Similarly, strong positive correlations were found between performance in On-the-Job Training (OJT) and CLE results, as well as between results on comprehensive exams and CLE performance, underscoring the predictive value of both practical training and academic assessments. Furthermore, both the Comprehensive Examination Score and OJT Grade emerged as significant predictors of Criminology graduates' performance in Criminologist Licensure Examination. In conclusion, both the scores from the Comprehensive Examination and the On-the-Job Training (OJT) Grade are important indicators of Criminology graduates' success in the Criminologist Licensure Examination. As part of the recommendation, in order to enhance students’ performance, administrators must ensure that instructors overseeing OJT and comprehensive examination subjects possess the necessary expertise and teaching abilities for effective instruction delivery.

Downloads

Download data is not yet available.

References

Akers, R. L., & Jennings, W. G. (2015). Social learning theory. The Handbook of Criminological Theory, 230–240.

Albina, et al. (2022). Factors and challenges influencing the criminologist licensure examination performance through the non-passers' lens. European Journal of Educational Research, 11(1), 365–380. https://doi.org/10.12973/eu-jer.11.1.365

Angeles, M. A. G. G. D. (2019). Curriculum and quality of instruction factors for successful board examination performance. American Journal of Humanities and Social Sciences Research (AJHSS), 3(6), 250–253.

Arce, S. E., & Belen, J. L. (2011). The pre-board examination part of the in-house reviews as predictor of LET results. MSEUF Research Studies, 13(1), 1–1.

Asuncion, R. L. (2019). Hitches encountered by criminology graduates of Isabela State University in the criminologist licensure examination: A basis for proposed program enhancement. International Journal of Advanced Research in Management and Social Sciences, 8(10), 323–363. https://doi.org/10.31838/jcr.07.11.11

Asuncion, R. L. (2019). The status of criminology graduates of Isabela State University in the criminologists licensure examination for the April 2010–October 2014 examinations. International Journal of Advanced Research in Management and Social Sciences, 8(10), 234–253.

Barreda, M. B. Academic performance of criminology graduates and its impact on the licensure examination for criminologists.

Barreda, M. B., & Barreda, A. B. Results of criminologist licensure examination (CLE): A baseline study of Solis Institute of Technology Bulan Sorsogon, Philippines.

Bonney, E. A., Amoah, D. F., Micah, S. A., Ahiamenyo, C., & Lemaire, M. B. (2015). The relationship between the quality of teachers and pupils academic performance in the STMA junior high schools of the Western Region of Ghana. Journal of Education and Practice, 6(24), 139–150.

Bote, A. M. A., Inzon, C. M. J. D., Bienes, J. B., Santos, A. C. G. D., Galan, G. A. P., & Samson, A. G. M. Correlation of pre-board examination rating and certified public accountant licensure examination performance: An analysis. SDCA Student Research Journal, 10. https://doi.org/10.11594/ijmaber.02.07.01

Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling.

Carlan, P. E., Thompson, R. A., & Cheeseman, K. A. (2013). Criminology and criminal justice doctoral programs in 2012–2013: Transformation of a male-dominated arena. Journal of Criminal Justice Education, 24(4), 576–593.

Comighud, S. M. T., & Arevalo, M. J. (2021). Motivation in relation to teachers’ performance.

Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1–1.

Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1(20), 416–436.

Dela Rosa, R., & Vargas, D. (2021). Correlation of teachers' attributes with licensure examination for teachers (LET) performance of education graduates.

Espartero, J. R. E. (2020). Factors that influenced and problems encountered in the criminologist licensure examination (6), 205–213. https://doi.org/10.12973/eu-jer.11.1.365

Gagné, M., Parker, S. K., Griffin, M. A., Dunlop, P. D., Knight, C., Klonek, F. E., & Parent-Rocheleau, X. (2022). Understanding and shaping the future of work with self-determination theory. Nature Reviews Psychology, 1(7), 378–392.

Gemuhay, H. M., Kalolo, A., Mirisho, R., Chipwaza, B., & Nyangena, E. (2019). Factors affecting performance in clinical practice among pre service diploma nursing students in Northern Tanzania. Nursing Research and Practice, 2019.

Guiyab, R. B., & Tarun, I. M. (2023, August). Creating prediction models for the criminology licensure examination performance using JRip rule-based algorithm and J48 decision tree algorithm. In AIP Conference Proceedings (Vol. 2823, No. 1). AIP Publishing. https://doi.org/10.1063/5.0164091

Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: Possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18.

Lawson, D. M., & Till, H. (2006). Predictors of performance of students from the Canadian Memorial Chiropractic College on the licensure examinations of the Canadian Chiropractic Examining Board. Journal of Manipulative and Physiological Therapeutics, 29(7).

Libradilla, J. F. A., Daig, C. E., Mosquiter, J. T., & Apolinario, R. C. (2023). The criminology internship: Its influence towards knowledge and skills development of criminology interns. Journal of Criminal Justice Education. https://doi.org/10.1080/10511253.2023.2266328

Maisto, S. A., Carey, K. B., & Bradizza, C. M. (1999). Social learning theory.

Milanowski, A. (2014). The relationship between teacher performance evaluation scores and student achievement: Evidence from Cincinnati. In Assessing teacher, classroom, and school effects (pp. 33–53). Routledge.

Montalbo, N. W. V., Vino, J. C. M., & Mojares, R. E. (2020). Performance in the criminology licensure examination as basis for improvement of one private school in the Philippines.

Mojares, R. E., Alcantara, J. D., Carpio, J. M. C., Medrano, A. G., Mirando, A. F., Matibag, J. L., & Escabel, E. B. (2015). Motivational factors of non-criminology graduates in joining the Philippine National Police. Asian Journal of Educational Research, 3(3).

Noderama, R. P. (2020). Relevance of the criminology review program of NIPSC Victorino Salcedo Campus: Basis for the program enhancement.

Ong, M. B., Palompon, D. R., & Bañico, L. (2012). Predictors of nurses' licensure examination performance of graduates in Cebu Normal University, Philippines. Asian Journal of Health, 2, 130–143.

Pacatang, D. H. (2018). Study habits of criminology students in relation to their performance in the licensure examination. Educational Research International, 7(1).

Pariñas, M. M., & Obrero, R. L. (2012). Relevance of the topics in the criminologist licensure examination review program of the University of the Northern Philippines. UNP Research Journal, 21(1), 1–1. https://doi.org/10.7828/ajoh.v2i1.122

Puertos, J. D. (2015). Performance on the licensure exam for teachers among Liceo de Cagayan University education graduates. Liceo Journal of Higher Education Research, 11(1).

Quiambao, D. T., Baking, E. G., Buenviaje, L., Nuqui, A. V., & Cruz, R. C. (2015). Predictors of board exam performance of the DHVTSU College of Education graduates. Journal of Business & Management Studies, 1–4.

Rubright, J. D., Jodoin, M., & Barone, M. A. (2019). Examining demographics, prior academic performance, and United States Medical Licensing Examination scores. Academic Medicine, 94(3), 364–370.

Sultan, S., & Shafi, M. (2014). Impact of perceived teachers' competence on students' performance: Evidence for mediating/moderating role of class environment. Journal on Educational Psychology, 8(1), 10–18.

Taguba, D. D. P. (2022). Abreasting the academic performance of the graduates of Bachelor of Science in Criminology. Journal of Positive School Psychology, 6(3), 4524–4540.

Terano, H. J. R. (2018). Regression model of the licensure examination performance of electronics engineering graduates in a state college in the Philippines. Advances and Applications in Mathematical Sciences, 18(2), 197–204.

Teredano, E. V., Cruz, S. M., & Peralta, J. M. (2020). Is academic performance a predictor in the criminologist licensure examination?

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444.

Veloski, J. J., Callahan, C. A., Xu, G., Hojat, M., & Nash, D. B. (2000). Prediction of students' performances on licensing examinations using age, race, sex, undergraduate GPAs, and MCAT scores. Academic Medicine, 75(10), S28–S30.

Waterhouse, J. K., Carroll, M. C., & Beeman, P. B. (1993). National council licensure examination success: Accurate prediction of student performance on the post—1988 examination. Journal of Professional Nursing, 9(5), 278–283.

Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1).

Downloads

Published

2026-03-10

How to Cite

Agua, H. J. ., & Pagon, R. J. . (2026). Predictors of Criminologist Licensure Examination Performance. International Journal of Education, Research, and Innovation Perspectives, 2(3), 497-524. https://doi.org/10.5281/zenodo.18964178

Similar Articles

11-20 of 95

You may also start an advanced similarity search for this article.