There is a need to determine the challenges encountered during the transition

period from online and modular learning to hybrid learning and the coping strategies

and academic performance of criminology students in Cavite. The transition period has

created a vast impact and stress on the respondents. This study will determine the

challenges they encountered, their coping strategies and academic performance to

come up with a program that will help other students on ways they can cope up and

improve academic performance.

Statement of the Problem

This study aims to answer the following questions: 

1.What are the challenges experienced by the respondents during the transition period

from online classes to hybrid learning?

2.What is the level of Academic Performance of Criminology Students

3.What are the coping strategies of Criminology Students in terms of: 

a) Problem Focused Engagement 

b) Emotion Focused Engagement 

c) Problem Focused Disengagement

d) Emotion Focused Disengagement

4. Is there a significant relationship between the coping strategies and academic

performance of Criminology Students.

Scope and Delimitations

This study was designed to assess problems encountered, the coping strategies and

academic performance of criminology students in selected HEI`s in Cavite. With this,

the study will cover the profile of the Criminology students, such as their gender, age,

and year level, and it is also intended to determine the correlation between coping

strategies and academic performance of the students.

Definition of Terms

The following terms and phrases were defined according to their uses in this

present endeavor:

Academic Performance. Refers to the students perceived measurement of their

fulfillment in terms of their compliance towards the required activities and outcomes set

by the institution.

Coping Strategies. These are methods the students employ to cope with challenging

situations. This deals with how they respond to certain and difficult activities while

maintaining their physical, emotional, mental, and social well-being.

Emotion Focused Coping. refers to the strategy that focuses on adjusting how they

will look to the stressor as one`s situation cannot be changed.

Emotion Focused Disengagement. Category of coping strategy wherein an individual

aims to divert and draw away from to the related emotions.

Emotion Focused Engagement. defined as the category of coping wherein the

individuals by facing and taking charge of their emotions.

Hybrid Learning. Refers to the method employed by the educational institutions which

is a combination of online learning and the conduct of actual face-to-face classes.

Online Learning. A method of studying in which lectures are broadcast or classes are

conducted by correspondence or over the internet without the need for students to be

physically present in the classroom. It is also called distance learning or distance

education.

Problem Focused Coping. refers to the strategy of locating and their method on

directly attempting to alleviate and eliminate it.

Problem Focused Disengagement. Category of coping strategy wherein an individual

aims to divert and draw away from to the stressor.

Problem Focused Engagement. defined as the category of coping wherein the

individuals by facing and taking action to address the problem or situation.

Research Design

This study is quantitative research, a method that emphasizes the

collection of numerical data and a comprehensive view of it across groups of people or

to describe a certain phenomenon (Bhandari, 2021). To investigate the significant

relationship between the identified variables, a correlational research design will be

employed to address the aforementioned research questions. According to Rivera

(2018), a correlational research design is used to determine the extent of the

relationship between two or more variables that are related within a single population

without manipulating the variables. This research design will be used by the researchers
to determine the relationship between coping strategies and academic performance

among criminology students in the selected HEI`s in Cavite.

Respondents of the Study

The study used the purposive sampling technique in selecting criminology

students at a higher education institution in the province of Cavite. According to Lewis

(2019), the technique of purposeful sampling relies on the researcher's discretion when

selecting the individuals or groups to be investigated. In this study, the researcher

chose the HEIs that shifted from online learning, which includes the setup of virtual

meetings and modular activities, to hybrid learning, which requires classes to be

conducted on a face-to-face basis. The study also selected third year criminology

students who possess a set of characteristics that describe how they experienced the

transition from online learning to a hybrid learning environment.

Research Instrument

For the data needed in this study, the researcher adopted a series of

standardized questionnaires to identify the coping strategies of students. The

researcher also adopted a questionnaire to gather the academic performance of the

respondents. The instrument is divided into four parts, the first part collects the profile of

the respondents, the second part identifies problems encountered during the transition

from online learning to hybrid learning, and the third part gathers the coping strategies

of students through the Coping Strategies Inventory created by David L. Tobin with an

alpha average of.80 for secondary subscale items, which is utilized in this study. The

fourth part contains the perceived academic performance of the respondents, entitled
the Academic Performance Scale adopted from Christopher McGregory, which has an 8

- item questions to be answered by a 5-point Likert scale. This questionnaire has an

internal consistency of.89 and a test-retest reliability of.85.

Conceptual Framework

Do the coping
strategies of
What are the coping criminology
strategies of criminology students affect their Academic Performance
students academic of Criminology Students
performance?
 Questionnaire for the Student Respondents

This questionnaire is the primary data gathering instrument that will provide the

researcher with relevant information regarding the problems encountered during the

transition period from online and modular learning to hybrid learning.

Direction: Guided with the following scale, please put a check (/) on the column that

best describes your assessments of your teacher’s effectiveness in teaching physical

education skills online.

Validation Instruction: Please provide the necessary comment/review per term.

PART I. PERSONAL INFORMATION/DEMOGRAPHICS (if necessary)

INFORMATION Validator’s
Comments / Suggestions
Name
Age

PART 2. Challenges you encountered during the transition from online class to hybrid
learning.

Reason for
ITEM/QUESTIONS ACCEPT REJECT REVISE rejection/Suggested
revision/Other
Comment
 Proximity from household
to school
 Financial Problem
 Socializing Problem
 Learning Environment
 Personal Factors
 Time Management
 Lack of resources
 Participation and
 Attendance
 Lack of motivation
 Communication Problems
 Others

Part 3: SCALE AND ITEMS

Scale Used a: Not at all, b: A little, c:
Somewhat d: Much e: Very Much Validator’s Comments / Suggestions

Part 3 – Coping Strategies Inventory

Adopted coping strategies of students through the Coping Strategies Inventory created

by David L. Tobin with an alpha average of.80 for secondary subscale items

Reason for
ITEM/QUESTIONS ACCEPT REJECT REVISE rejection/Suggested
revision/Other
Comment
 I worked on solving the
problems in the situation.
 I looked for the silver lining,
so to speak; I tried to look on
the bright side of things.
 I let out my feelings to reduce
the stress.
 I found somebody who was a
good listener.
 I went along as if nothing
were happening.
 I hoped a miracle would
happen.
 I realized that I was
personally responsible for my
difficulties and really lectured
myself
 I spent more time alone.
 I made a plan of action and
followed it.
 I looked at things in a
 different light and tried to
make the best of what was
available.
 I let my feelings out
somehow.
 I talked to someone about
how I was feeling.
 I tried to forget the whole
thing.
 I wished that the situation
would go away or somehow
be over with.
 I blamed myself.
 I avoided my family and
friends.
 I tackled the problem head
on.
 I asked myself what was
really important, and
discovered that things weren't
so bad after all.
 I let my emotions out.
 I talked to someone that I was
very close to.
 I didn`t let it get to me; I
refused to think about it too
much
 I wished that the situation
had never started.
 I criticized myself for what
happened.
 I avoided being with people.
 I knew what had to be done,
so I doubled my efforts and
tried harder to make things
work
 I convinced myself that things
aren't quite as bad as they
seem.
 I got in touch with my
feelings and just let them go.
 I asked a friend or relative I
respect for advice.
 I avoided thinking or doing
 anything about the situation.
 I hoped that if I waited long
enough, things would turn out
OK.
 Since what happened was my
fault I really chewed myself
out.
 I spent some time by myself.
 Self-assessment questions
are available for each topic
 Online assessments are
deployed with multiple sets
and a specified time for
submission of activity.
 A wide time frame was
recommended to allow
students wider access
especially those who may
have limited internet
connectivity.

 There is a clear set of

instructions for the weekly
tasks.
 Feedback provides
students an overview of
weekly tasks.

 Student Assessments
Congruence with
instructional outcomes
Criteria and standards
must be clearly defined.
 Design formative
assessments as part of the
instructional process
 Design of formative
assessments as part of the
instructional and evaluation
process
 Part 4 - SCALE AND ITEMS
Scale Used SA - STRONGLY AGREE; A –
AGREE; N – NEUTRAL; D – DISAGREE; SD- Validator’s Comments / Suggestions
STRONGLY DISAGREE

Part 4 - Academic Performance of Students

Adopted Academic Performance Scale adopted from Christopher McGregory, which

has an 8 - item questions to be answered by a 5-point Likert scale. This questionnaire

has an internal consistency of.89 and a test-retest reliability of.85.

Reason for
ITEM/QUESTIONS ACCEPT REJECT REVISE rejection/Suggested
revision/Other
Comment
 I made myself ready in all my
subjects.
 I pay attention and listen
during every discussion.
 I want to get good grades in
every subject
 I actively participate in every
discussion
 I start papers and projects as
soon as they are assigned
 I enjoyed homework and
activities because they help
me improve my skills in every
subject
 I exert more effort when I do
difficult assignments
 Solving Problems is a useful
hobby for me.
Other comments and suggestions per sub-test / sub-area (if necessary)

___________________________________________________________________
___________________________________________________________________

VALIDATORS OVERALL COMMENTS, SUGGESTIONS AND/OR

INSTRUCTIONS

This is to attest that, to the best of my knowledge as an expert validator; I have read
and made the necessary corrections in this instrument. This further certifies that as
long as the comments and suggestions I have given were incorporated in the
instrument, it shall be ready for distribution and use as a tool for data gathering

________________________________
Validator’s signature above printed name