Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. 1 Part 3 (2025)

Programs and Policies, Pedagogies, and learning Assessment for Criminology Review Centers

Arturo Tagle | Merwina Lou A. Bautista

Discipline: Education

 

Abstract:

This study assessed the programs and policies, pedagogies, and learning assessment methods of criminology review centers to evaluate their effectiveness in preparing reviewees for the Criminologists Licensure Examination. Using a descriptive research design, data were collected from 384 respondents through a self-made structured survey and analyzed using appropriate statistical tools. Results revealed inconsistencies in grievance handling, instructor qualifications, and performance tracking. While Problem-Based Learning (PBL) and discussions were effective, Game-Based Learning (GBL) and flipped classrooms were underutilized. Pre-tests and post-tests were inconsistently applied, and remedial support was lacking. Additionally, inadequate facilities, unreliable internet access, and high stress levels further hindered student performance. To address these issues, an action plan was proposed by the researcher recommending policy improvements, enhanced teaching strategies, standardized assessments, technological upgrades, and extensive student support services. Implementing these measures may improve student engagement, increase passing rates, and enhance criminology education.



References:

  1. Barton, A. C., Sheen, J., & Byrne, L. K. (2020). Interactive and immersive technologies in cognitive enhancement: A scoping review. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02050
  2. Lieberman, S. A., Ainsworth, M. A., Asimakis, G. K., Thomas, L., Cain, L. D., Mancuso, M. G., ... & Frye, A. W. (2010). Effects of comprehensive educational reforms on academic success in a diverse student body. Medical Education, 44(12), 1232-1240. https://doi.org/10.1111/j.1365-2923.2010.03770.x
  3. Life, J. (2015). Success in higher education: The challenge to achieve academic standing and social position. Interactive Learning Environments, 23(6), 683-695. https://doi.org/10.1080/10494820.2013.792843
  4. Albina, A. C., Balasabas, J. Y., Laquinon, B. J. I., Pampilo, M. H., & Caballero, L. J. (2021). Factors and challenges influencing performance in the criminologist licensure examination: Perspectives from non-passers. European Journal of Educational Research, 11(1), 365. https://doi.org/10.12973/eu-jer.11.1.365
  5. Rutherford, S. (2018). Teaching Design: A Guide to Curriculum and Pedagogy for College Design Faculty and Teachers Who Use Design in Their Classrooms. https://doi.org/10.1080/17547075.2018.1514174
  6. Ghaleb, B. D. S. (2024). Effect of exam-focused and teacher-centered education systems on students’ cognitive and psychological competencies. International Journal of Multidisciplinary Approach Research and Science, 2(2), 611-631. https://doi.org/10.59653/ijmars.v2i02.648 
  7. Fiscal, R., & Roman, A. G. (2022). Pre-licensure examination as a predictor of licensure examination results for teachers. ResearchGate; Institute of Advanced Engineering & Science. http://dx.doi.org/10.11591/ijere.v11i1.22133 
  8. Liu, F. Nguyen, T. & Adams, R. (2021). Game-based learning for criminology students. Journal of Education & Criminal Justice, 17(4), 302–318. http://doi.org/10.1177899764021102289
  9. Seyed-Nezhad, M., Ahmadi, B., & Akbari-Sari, A. (2021). Factors affecting the successful implementation of the referral system: a scoping review. Journal of family medicine and primary care, 10(12), 4364-4375.
  10. Ulla, M. B., & Perales, W. F. (2022, June). Hybrid teaching: Conceptualization through practice for the post COVID19 pandemic education. In Frontiers in Education (Vol. 7, p. 924594). Frontiers Media SA.
  11. Brown, G. (2022). Proposing Problem-Based Learning for teaching future forensic speech scientists. Science & Justice, 62(6), 669-675.
  12. Antara, I. G. W. S., & Dewantara, K. A. K. (2022). E-scrapbook as an interactive digital learning tool for elementary education. Journal for Lesson & Learning Studies, 5(1), 71–76.
  13. Lestari, P. D. Baiduri, B. & Ummah, S. K. (2024). Problem-based learning with spring assisted inquiry method on critical thinking skills. Journal of Education & Learning (Edu.Learn), 18(1), 148-153. 
  14. Mitra et al. (2024) Evaluating online assessment strategies: A systematic review of reliability and validity in e-learning environments
  15. Stanovich, P. J. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. Partnership for Reading (Project), National Institute for Literacy, US Department of Education.
  16. Breitbach, A. P., Downey, D. L., & Frager, A. J. (2013). The relationship between candidate psychological factors and first-attempt pass rate on the board of certification examination. Athletic Training Education Journal, 8(1-2), 10-16.
  17. Tewksbury, B. J. (1996). Teaching without exams–The challenges and benefits. Journal of Geoscience Education, 44(4), 366-372.
  18. Siedlecki, S. (2020, January). Exploring descriptive research: Designs and methodologies. Nursing Research and Practice, 35(1), 45–50.
  19. Tunc-Aksan, A., & Akbay, S. (2019). Predicting social media addiction in adolescents: The role of smartphone addiction, fear of missing out, and perceived competence. European Journal of Education Research, 8(2), 559-566.
  20. Lemieux, F. & Clarke, P. (2021). The role of administrative processes in coordinating criminology training programs. International Journal of Public Safety, 45(3), 211–225. https://doi.org/10.1016/j.ijps.2021.103322
  21. Gibson, M. & O'Neill, P. (2020). The impact of administrative efficiency on students engagement in criminology education. Educational Policy in Criminology, 12(2), 133–145. https://doi.org/10.1016/j.epc.2020.102411
  22. Hunt, S., Clarke, M., & Thompson, R. (2022). Enhancing transparency and accountability in administrative frameworks: Implications for criminology education. Journal of Public Safety Administration, 27(1), 99–112. https://doi.org/10.1080/1524568X.2022.1190483
  23. Smith, A. & Taylor, G. (2019). Bridging the gap: Technology in criminology education. Educational Research in Criminology, 10(1), 45–61. https://doi.org/10.1016/j.erc.2019.102033
  24. Kuo, J., Chang, L., & Lin, T. (2023). Leveraging advanced technological tools in criminology education. Criminal Justice Technology Review, 15(2), 204–219. https://doi.org/10.1016/j.cjtr.2023.102403
  25.  Maehr, M. L. (2012). Encouraging a continuing personal investment in learning: Motivation as an instructional outcome. IAP.
  26. Harris, J. & Jones, B. (2023). The integration of administrative & technical support in law enforcement training programs. Policing & Society, 29(4), 431–449. https://doi.org/10.1080/10439463.2023.1210445
  27. Walker, T. Mitchell, L. & Young, R. (2020). Balancing administrative efficiency & technological innovation in criminology. Advances in Criminological Practice, 18(2), 127–143. http://doi.org/10.1016/j.acp.2020.102458
  28.  Adams, R. & Nguyen, T. (2021). Collaborative approaches to criminology research: The interplay of administrative & technical support. Journal of Criminological Research, 8(3), 256–270. https://doi.org/10.1016/j.jcr.2021.102348
  29. Lemieux, F. & Clarke, P. (2021). The role of administrative processes in coordinating criminology training programs. International Journal of Public Safety, 45(3), 211–225. https://doi.org/10.1016/j.ijps.2021.103322
  30. Ambrose, M. L., & Schminke, M. (2003). Organization structure as a moderator of the relationship between procedural justice, interactional justice, perceived organizational support, and supervisory trust. Journal of applied psychology, 88(2), 295.
  31.  Ross, S., Wood, M. A., Baird, R., & Lundberg, K. (2024). Shaping the techno-social landscape of corrections: How values, technology, and culture influence the design of correctional service delivery applications. Journal of Criminology, 57(3), 294-312.
  32.  Averhoff, L. A. (2023). Pathways to Success: Unleashing Experiential Learning in Higher Education for Aspiring Law Enforcement Professionals (Doctoral dissertation, Seton Hall University).
  33.  Albina, A. C., Balasabas, J. Y., Laquinon, B. J. I., Pampilo, M. H., & Caballero, L. J. (2021). Factors and challenges influencing performance in the criminologist licensure examination: Perspectives from non-passers. European Journal of Educational Research, 11(1), 365.
  34.  Van Gelder, J. L., De Vries, R. E., Demetriou, A., Van Sintemaartensdijk, I., & Donker, T. (2019). The virtual reality scenario method: Moving from imagination to immersion in criminal decision-making research. Journal of research in crime and delinquency, 56(3), 451-480.
  35. Shumba, N., & Hussaini, S. R. (2023). Withdrawn: Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education.
  36. Merrill, M. D. (1997). Learning‐Oriented instructional development tools. Performance Improvement, 36(3), 51-55. Retrieved from: http://www.speakeasydesigns.com/SDSU/student/SAGE/compsprep/Learning_Oriented_ID_Tools.pdf
  37. Hutasuhut, S., Aditia, R., & Putri, F. R. (2022). The effectiveness of the hybrid learning materials with the application of problem based learning model (Hybryd-PBL) to improve learning outcomes during the COVID-19 pandemic. IJORER: International Journal of Recent Educational Research, 3(1), 124-134. https://doi.org/10.46245/ijorer.v3i1.178
  38. Dixit, B., Bedekar, M., Jahagirdar, A., & Sathe, N. (2021). Role of active learning techniques in development of problem solving skills. Journal of Engineering Education Transformations, 670-674. http://dx.doi.org/10.16920/jeet/2021/v34i0/157241  
  39. Bidarra, J., & Rusman, E. (2017). Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach. Open Learning: the journal of open, distance and e-learning, 32(1), 6-20. https://doi.org/10.1080/02680513.2016.1265442
  40. AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953
  41. Brown, A., Harrison, P., & Lee, M. (2023). Assessing the impact of summative evaluation on criminology students' academic growth. Journal of Criminology Pedagogy, 20(2), 112–130.
  42. Harrison, J. Nguyen, T. & Taylor, S. (2020). Effectiveness of summative evaluations in higher education. Criminal Justice Pedagogy Review, 16(4), 310–328. https://doi.org/10.1080/15567210.2020.1120457
  43. Lam, R. (2013). Formative use of summative tests: Using test preparation to promote performance and self-regulation. The Asia-Pacific Education Researcher, 22(1), 69-78. http://dx.doi.org/10.1007/s40299-012-0026-0  
  44. Taylor, S. Wilson, J. & Martinez, L. (2023). Balancing formative & summative assessments for optimal learning outcomes. Journal of Criminal Justice Studies, 20(3), 180–196. https://doi.org/10.1016/j.jcjs.2023.102019
  45. Wilson, J. & Martinez, L. (2022). Improving student outcomes through formative assessment feedback. Journal of Forensic Studies in Education, 19(2), 155. https://doi.org/10.1080/15567210.2022.1120358
  46. Shogbesan, Y. O., Adeoye, M. A., Osaro-Martins, B. E., & Shabi, Z. (2024). Perceived influence of administrative support on secondary school teachers' effectiveness. Evaluation Studies in Social Sciences, 5(2), 102-123. https://doi.org/10.37134/esss.vol5.2.7.2024  
  47. Nguyen, T. Harrison, J. & Taylor, S. (2021). Institutional policies & summative assessment reliability. Journal of Criminology Studies, 20(3), 205 220. https://doi.org/10.1016/j.jcs.2021.112027
  48. Garcia, T., & Taylor, M. (2023). The use of virtual reality in criminology training: A systematic review. Journal of Forensic Education, 13(2), 89–106. https://doi.org/10.1080/15567210.2023.1120358
  49. Shirrell, M., Hopkins, M., & Spillane, J. P. (2019). Educational infrastructure, professional learning, and changes in teachers’ instructional practices and beliefs. Professional development in education, 45(4), 599-613. https://doi.org/10.1080/19415257.2018.1452784
  50. Harrison, J. & Martinez, L. (2021). Digital tools & summative assessment reliability. Journal of Professional Education, 20(4), 325–340. https://doi.org/10.1016/j.jpe.2021.112054
  51. Ahmed, M. R., & Sidiq, M. A. (2023). Evaluating online assessment strategies: A systematic review of reliability and validity in e-learning environments. North American Academic Research, 6(12), 1-18. http://dx.doi.org/10.5281/zenodo.10407361   
  52. Harrison, J. & Martinez, L. (2021). Digital tools & summative assessment reliability. Journal of Professional Education, 20(4), 325–340.   https://doi.org/10.1016/j.jpe.2021.112054
  53. Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: enhancing student achievement in Web‐based learning. Journal of computer assisted learning, 22(3), 207-217. https://doi.org/10.1111/j.1365-2729.2006.00166.x
  54. Mosquiter-Bentoy, J., Evardo Jr, O. J., & Itaas, E. (2025). Enhancing Criminology Students’ Mathematics Problem-Solving Ability Through Criminology-Based Word Problem Strategy (CBWPS). International Journal of Multidisciplinary: Applied Business and Education Research, 6(1), 59-71. https://doi.org/10.11594/ijmaber.06.01.05
  55. Baeten, M., Dochy, F., & Struyven, K. (2013). Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning. European journal of psychology of education, 28(2), 315-336. http://dx.doi.org/10.1007/s10212-012-0116-7  
  56. Gardner, T. Q., & Kowalski, S. E., & Kowalski, F. V. (2012), Interactive Simulations Coupled with Real-time Formative Assessment to Enhance Student Learning   Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21583
  57. Gerard, F. J., Ammerer, K., Mentzelopoulos, M., & Economou, D. (2024). Exploring students’ experiences in using virtual simulation and gamification principles for authentic learning and assessment in criminal psychology. Journal of Criminal Justice Education, 1-19. https://doi.org/10.1080/10511253.2024.2324179
  58. Bimpeh, Y. (2024). AI Powered Adaptive Formative Assessment: Validity and Reliability Evaluation. In Artificial Intelligence in Education: The Intersection of Technology and Pedagogy (pp. 127-144). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-71232-6_8

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic