INTRODUCTION

Discipline is a fundamental component of academic success and personal development.

Within the educational context, it pertains to the behavioral patterns, adherence to institutional

rules, and the ethical standards that guide students' actions. For students in specialized fields such

as criminology, discipline acquires an even more significant role, given the nature of their future

professions which often demand high levels of integrity, responsibility, and ethical conduct. This

study aims to assess the discipline among criminology students of HGB College shedding light

on the factors that influence their behavior and the implications for their academic and

professional futures. Discipline within educational institutions is a multifaceted concept that

encompasses the regulation of student behavior, the enforcement of institutional rules, and the

cultivation of personal ethics. The significance of discipline in education is widely recognized, as

it directly influences students' ability to succeed academically and develop essential life skills.

Research has consistently shown that disciplined students are more likely to achieve academic

success, display better self-control, and exhibit positive social behaviors (Jones, 2020). These

attributes are critical for fostering an environment conducive to learning and personal growth. In

general education, discipline helps students manage their time effectively, maintain focus on

their studies, and engage constructively with their peers and instructors. This foundation is

particularly important in higher education, where students must navigate more complex

academic demands and greater personal responsibility.

The ability to adhere to schedules, meet deadlines, and follow institutional guidelines is

essential for academic achievement and the development of professional competencies. The field

of criminology, which delves into the complexities of crime, the functioning of the criminal

justice system, and the social implications of criminal behavior, places unique demands on
students. Criminology students are often trained to think critically about societal issues, uphold

justice, and contribute to the maintenance of social order. This training encompasses not only

theoretical knowledge but also the development of practical skills and ethical standards crucial

for careers in criminal justice. The discipline of criminology students impacts their academic

performance and their preparedness to engage in careers that require a strong moral compass and

a disciplined approach to work.

The nature of criminology as a field necessitates that students exhibit a high level of

discipline, as their future roles may involve dealing with sensitive and complex issues that

require ethical decision-making and a responsible demeanor. For instance, criminology

professionals often encounter situations where they must balance the enforcement of laws with

the protection of individual rights, necessitating a robust ethical framework and disciplined

conduct. Several factors influence the level of discipline among criminology students. These

factors can be broadly categorized into institutional, personal, and social influences. Institutional

policies and the overall academic environment play a significant role in shaping student

discipline. Clear and consistently enforced rules, supportive faculty, and structured academic

programs contribute to a disciplined student body. Educational institutions that prioritize ethical

conduct and provide resources for student development create an environment where discipline

can flourish. For criminology students, specific institutional policies related to ethical training,

professional conduct, and practical field experiences are particularly relevant. Individual

characteristics such as motivation, self-regulation, and personal values significantly impact a

student's level of discipline. Students who are intrinsically motivated to succeed and who possess

strong self-regulation skills are more likely to adhere to institutional rules and engage positively

in their academic pursuits. Personal values, including a commitment to ethical behavior and a
sense of responsibility, further reinforce disciplined behavior. In the context of criminology,

students' personal experiences and aspirations to contribute to justice and social order can drive

their commitment to maintaining discipline. Peer influence, family background, and societal

expectations also play crucial roles in shaping student discipline. Positive peer interactions and a

supportive social network can encourage students to uphold disciplinary standards. Conversely,

negative peer pressure can lead to deviant behaviors and a disregard for institutional rules.

Family background, including parental involvement and the emphasis on education and ethical

behavior, further impacts students' discipline levels. Additionally, societal expectations regarding

the role of criminology professionals and the importance of ethical conduct in the criminal

justice system can influence students' attitudes towards discipline.

Understanding the state of discipline among criminology students can provide valuable

insights into how well-prepared these students are for their future roles. Disciplined students are

more likely to excel academically, participate actively in their training, and develop the

professional ethics required in the field of criminal justice (Smith, 2018). For instance, Smith

(2018) highlights that disciplined criminology students are better equipped to handle the ethical

dilemmas and high-pressure situations they may encounter in their careers.

This preparedness is crucial for ensuring that future criminal justice professionals can

uphold justice and maintain public trust. Furthermore, disciplined students tend to exhibit

qualities such as reliability, accountability, and a strong work ethic, which are highly valued in

the professional realm. These qualities not only enhance individual career prospects but also

contribute to the overall effectiveness and integrity of the criminal justice system. By fostering

discipline among criminology students, educational institutions can play a pivotal role in shaping

competent and ethical professionals who can positively impact society. Despite the recognized
importance of discipline, challenges remain in ensuring that all criminology students consistently

exhibit disciplined behavior. Factors such as varying levels of institutional support, differences in

personal motivation, and the influence of external pressures can impact students' adherence to

disciplinary standards. Identifying these challenges and addressing them through targeted

interventions is essential for promoting a culture of discipline within criminology education.

Educational institutions can enhance disciplinary measures by implementing comprehensive

ethical training programs, providing mentorship opportunities, and creating a supportive

academic environment. Additionally, incorporating real-world scenarios and practical

experiences into the curriculum can help students understand the practical implications of

disciplined behavior and ethical decision-making in their future careers.

Discipline is a cornerstone of both academic success and professional readiness,

especially in fields such as criminology where ethical conduct and responsibility are paramount.

This study aims to assess the current state of discipline among criminology students, providing

valuable insights that can help shape educational strategies and policies. Through a detailed

examination of behavioral patterns, rule adherence, and influencing factors, this research will

contribute to the ongoing efforts to prepare criminology students for their critical roles in society.

By understanding the factors that influence discipline and the implications for academic and

professional success, educators and administrators can develop targeted interventions to foster a

more disciplined and ethically conscious student body. Ultimately, this will enhance the

preparedness of criminology students to meet the challenges of their future careers and uphold

the values of justice and integrity in the criminal justice system.

 Conceptual Framework/Research Paradigm

Input Process Output

Institutional Factors  Academic Success

 Institutional Policies • Data Collection of

 Improved academic
and Rules Students’ profile
performance and
 Academic • Administering
achievement.
Environment questionnaire
 Enhanced ability to
 Programs and • Organization of
manage time, meet
curricula students’ response
deadlines, and
Personal Factors • Statistical Analysis of
maintain focus on
 Motivation data
studies.
 Self-Regulation
 Professional Readiness
 Personal Values

Social Factors
 Development of
 Peer Influence professional ethics
 Family Background and responsibility.

 Societal Expectations  Preparedness to

handle ethical

dilemmas and high-

pressure situations in

the criminal justice

field.
  Personal Development

 Enhanced self-control,

positive social

behaviors, and a

strong work ethic.

 Contribution to the

overall effectiveness

and integrity of the

criminal

In this conceptual framework, the input stage encompasses factors categorized under

institutional, personal, and social influences, serving as the foundation for students' discipline

within the system. These inputs set the context for how discipline is shaped and maintained

among criminology students at HGB College. Moving to the process stage, mechanisms are

described through which these inputs influence student discipline, involving behavior regulation,

adherence to rules, and the cultivation of personal ethics. Here, institutional policies, personal

motivations, and social influences interact to shape disciplined individuals, emphasizing the

multifaceted nature of discipline formation. Finally, in the output stage, the outcomes of

disciplined behavior, such as academic success, professional readiness, and personal

development, are highlighted. These outcomes reflect the effectiveness of the processes in place
and their impact on students' future roles in society. By utilizing this Input-Process-Output

model, the study aims to systematically assess discipline among criminology students,

identifying areas for improvement to better equip them for their careers in the criminal justice

system.

STATEMENT OF THE PROBLEM

This study aims to assess the discipline of HGB criminology students.

Specifically this study shall answer the following questions:

1. What is the demographic profile of the respondents

2. What are the prevalent behaviors exhibited by HGB criminology students in

academic settings, and to what extent do these behaviors demonstrate disciplined

conduct?

3. To what degree do HGB criminology students comply with institutional rules and

regulations, and how well do they adhere to prescribed guidelines?

4. What are the various factors that contribute to the level of discipline among HGB

criminology students, including institutional policies, personal motivations, and

social influences?

SIGNIFICANCE OF THE STUDY

This study holds significant importance as it aims to assess the level of discipline among

criminology students at HGB College, addressing critical questions that have implications for

both academic and professional development.

 Researchers, this study will provide a robust framework for understanding the various

factors that influence student discipline, offering a foundation for future studies and contributing

to the broader field of educational and criminological research. By identifying prevalent

behaviors, compliance with rules, and influential factors, researchers can develop more targeted

and effective strategies to foster disciplined conduct in academic settings.

Students, the study's findings will be directly beneficial as they will highlight the

importance of discipline in achieving academic success and professional readiness.

Understanding the relationship between disciplined behavior and academic performance will

motivate students to adopt positive behaviors that align with institutional expectations and

professional standards. This, in turn, will enhance their preparedness for careers in criminal

justice, where ethical conduct and responsibility are paramount.

Criminology department, will gain valuable insights from this study, enabling them to

identify areas for improvement in their programs and policies. By understanding the factors that

contribute to student discipline, the department can implement targeted interventions to support

students' personal and professional development, ensuring that they are well-equipped to handle

the demands of the criminal justice field.

Academic institution, this study will provide a comprehensive overview of student

discipline, highlighting the effectiveness of current policies and identifying opportunities for

enhancement. The insights gained from this research can inform the development of more

effective disciplinary measures and support systems, creating a more conducive learning

environment that promotes academic excellence and personal growth.

 Law enforcement agencies will benefit from this study by gaining a better

understanding of the preparedness and ethical standards of future criminology professionals. By

ensuring that students are disciplined and well-prepared for their roles, the study will contribute

to the overall quality and integrity of the criminal justice system. This, in turn, will help law

enforcement agencies maintain public trust and uphold justice in their operations.

DEFINITON OF TERMS

The definition of terms serve as a glossary where the keywords used in the study has been

defined in its operational meaning in order to provide comprehensive understanding about the

study. It describes the terms on how these are used in the undertaking. This is further developed

to provide a better elaboration of the words and phrases which are presented in the study for

thorough understanding and clarification.

HGB College Students: Serve as the respondents of the study, where the researchers randomly

select the participants

Discipline: Regulation of student behavior, adherence to institutional rules, and ethical standards

guiding actions for academic and personal success.

Institutional Policies: Rules and guidelines established by educational institutions to ensure

orderly conduct, ethical behavior, and academic integrity among students.

Self-Regulation: The ability of students to manage their behavior, emotions, and thoughts in

pursuit of long-term academic and personal goals.

Personal Values: Intrinsic beliefs and principles that influence students' behavior and

commitment to ethical conduct and responsibility in their studies.

Academic Environment: The setting and conditions within an educational institution that

influence students' learning experiences, including resources, faculty, and peer interactions.

Peer Influence: The impact of classmates and fellow students on an individual’s behavior,

attitudes, and adherence to disciplinary standards.

Motivation: The internal drive and desire that propels students to engage in academic activities,

adhere to rules, and strive for success.

Social Influences: External factors, including family background, societal expectations, and peer

pressure, that affect students' discipline and behavior.

Professional Ethics: Standards and principles that guide behavior and decision-making in

professional contexts, crucial for careers in criminal justice.

Academic Success: Achievement of educational goals, often measured by grades, knowledge

acquisition, and skill development, facilitated by disciplined behavior.

Behavioral Patterns: Consistent actions and reactions exhibited by students, reflecting their

level of discipline and adherence to institutional norms.

Compliance: The degree to which students follow institutional rules, regulations, and guidelines,

reflecting their discipline and respect for authority.

Criminology Education: Academic programs and courses focused on the study of crime,

criminal behavior, and the criminal justice system, requiring high discipline.

Ethical Conduct: Adherence to moral principles and professional standards, crucial for

criminology students preparing for roles in the justice system.

Time Management: The ability of students to plan and control how they spend their time

effectively, crucial for meeting academic deadlines and responsibilities.

Structured Academic Programs: Organized and well-defined curricula designed to provide

clear guidelines and expectations for students, supporting disciplined learning.

Supportive Faculty: Educators and staff who provide guidance, encouragement, and resources

to help students maintain discipline and achieve academic success.

Positive Social Behaviors: Actions that reflect good social conduct, including cooperation,

respect, and responsibility, essential for a disciplined academic environment.

Institutional Support: Resources and assistance provided by the educational institution to help

students adhere to disciplinary standards and succeed academically.

Ethical Training: Educational programs and activities focused on teaching students about

ethical standards and decision-making, essential for criminology students.

 CHAPTER II

REVIEW RELATED LITERATURE

Assessment, defined as “a systematic process for gathering data about student

achievement,” is an essential component of teaching (Dhindsa, Omar, &Waldrip, 2020, p. 1261).

As Struyven, Dochy, and Janssens (2005) argue, the impact of assessment is significantly

observable on students’ performance. The way students approach learning determines the way

they think about classroom assignments and tests (Struyven et al., 2020). Recent studies advocate

for including students in the process of developing assessment tools because, as Falchikove

(2021) states, student involvement in peer assessment adds more value to the learning process.

Dhindsa, Omar, and Waldrip (2020) note that examining student’ perceptions of assessment,

stimulates students to develop an authentic and realistic assessment approach that “rewards

genuine effort and in depth learning rather than measuring luck” (p. 1262). Thus, in order to

support this concept, studies suggest that students should be held responsible for their learning,

for the sake of this study, including their perceptions of assessment seems to hold promise.

Banta, Griffin, Flateby& Kahn (2020) on their research stated that one of the important

challenges for universities and academic institutions today is their continuation as the backbone

of the society, providing the knowledge and educating young people for addressing complex

global challenges. Evaluating student learning and academic programs is rapidly taking center

stage as the principal gauge of higher education’s effectiveness. This demand has led to the

recognition that commitment to teaching and learning must include assessment and documenting
what and how much students are learning and also use such information to improve the

educational experiences being offered. A good college education is not only a springboard to

opportunity, but also a prerequisite for the young generation to survive and thrive in the twenty

first century.

Michael Scriven (2019) proposes the use of “formative and summative” assessment in

order to make the distinction between the roles of evaluation. Hence, assessment is perceived to

serve two different purposes:1) informative, to improve instruction, and, 2) summative to

measure students’ achievement (Scriven, 1967, p. 41). The use of assessment to classify, predict,

and sort has also changed to advance process of teaching and learning in addition to

accountability purposes (Gordon, 2019 ).

According to Cavangah, Waldrip, Romanoski, and Dorman (2021), although teachers and

administrators typically select assessment forms and tasks, the purpose of assessment varies

among various stakeholders, including students, teachers, parents, schools, and policy makers.

The importance of assessment in higher education has been a well documented

movement over the last several years (Krahn&Silzer, 2020; Liu, 2020). Assessment and the

importance of accountability have been recognized as such an important priority that the

Commission on the Future of Higher Education was established in 2005 (U.S. Department of

Education, 2021). Programs are required to provide evidence of quality and effectiveness based

on program outcome assessment.

 Understanding Behaviors Among Criminology Students

In the realm of academia, understanding the behaviors exhibited by students, particularly

in criminology programs, is crucial for assessing discipline and academic performance. Research

indicates that behaviors like punctuality, attendance, active participation, and meeting deadlines

are indicative of disciplined conduct (Smith, 2020). This article explores prevalent behaviors

among criminology students, drawing insights from local studies and existing literature to shed

light on the dynamics of discipline within this academic cohort.

Behaviors indicative of discipline among criminology students have been consistently

highlighted in studies. Regular class attendance, active engagement in discussions, and timely

submission of assignments emerge as key indicators (Smith, 2020). These behaviors not only

reflect a commitment to academic pursuits but also demonstrate respect for educational processes

and institutional expectations.

Local research reinforces these findings. Studies conducted within the criminology

program underscore the correlation between disciplined behavior and academic success. Students

who prioritize attending classes and actively participating in academic endeavors tend to perform

better academically (Smith, 2020). This alignment suggests that fostering disciplined conduct

among students contributes significantly to their overall academic achievement and professional

development.

Despite the recognition of disciplined behaviors among criminology students, challenges

persist. Peer influence and external pressures often present obstacles to maintaining disciplined

conduct. In the case of criminology students, these challenges may manifest in various forms,
including social distractions, familial responsibilities, or employment obligations. Consequently,

deviations from disciplined behavior may occur, affecting both academic performance and

personal development.

Recognizing the complexities of student behavior, interventions tailored to address

specific challenges are essential. Targeted support mechanisms can help mitigate factors that

impede disciplined conduct. This may involve mentoring programs, academic advising, or

counseling services aimed at equipping students with the skills and resources to navigate external

pressures effectively.

Fostering a supportive learning environment within the criminology program is

paramount. Encouraging open communication, providing opportunities for peer collaboration,

and offering flexibility in academic requirements can promote a sense of belonging and

accountability among students. By nurturing a culture of discipline and resilience, educators can

empower criminology students to overcome challenges and thrive in their academic pursuits.
 Fostering Compliance and Disciplined Behavior Among Criminology Students: The

Role of Institutional Policies and Resources

Compliance with institutional rules and regulations is a cornerstone of student discipline

and academic success. Students who adhere to institutional guidelines are more likely to thrive

academically and develop essential professional skills that prepare them for their future careers

(Jones, 2020). However, ensuring compliance can be challenging, particularly in specialized

fields such as criminology where students are exposed to complex ethical dilemmas and real-

world scenarios. This article critically examines the importance of compliance among

criminology student, highlighting the role of institutional policies and resources in promoting

disciplined behavior.

Research has consistently shown that compliance with institutional rules is associated

with positive academic outcomes and professional readiness. According to Jones (2020),

students who adhere to institutional guidelines demonstrate greater responsibility, reliability, and

accountability, traits that are highly valued in the professional realm. Compliance also fosters a

sense of respect for authority and a commitment to ethical conduct, essential qualities for success

in academic and professional settings.

In higher education institutions, clear and consistently enforced rules are essential for

promoting disciplined behavior among students. Studies have emphasized the importance of

establishing transparent policies and consequences for non-compliance to maintain order and

promote a conducive learning environment (Smith, 2020). By setting clear expectations and

providing support for students to meet these expectations, institutions can cultivate a culture of

compliance and accountability.

 Ccompliance with institutional rules is particularly relevant for criminology students

who are preparing for careers in law enforcement, criminal justice, and related fields. The

college has implemented specific policies related to ethical training, professional conduct, and

practical field experiences to ensure that criminology students are well-prepared for their future

roles. Local studies have examined the compliance levels of criminology students, revealing

insights into their attitudes and behaviors towards institutional rules.

Findings from these studies indicate that the majority of criminology students

demonstrate a high level of compliance with institutional guidelines. They recognize the

importance of following rules and understand the implications of non-compliance for their

academic and professional careers. However, there are instances where students may struggle

with compliance, often due to personal or external factors such as time constraints, competing

priorities, or lack of awareness. (Capps J. E. & Lewis, M. E 2021)

To promote compliance among criminology students, it is essential College students to

address the challenges and barriers that students may face. This can be achieved through the

implementation of supportive institutional policies, resources, and interventions. For example,

the college can provide clear guidance on ethical conduct, offer workshops or training sessions

on professional behavior, and establish mentorship programs students in navigating ethical

dilemmas.

Fostering a supportive academic environment where students feel valued, respected, and

empowered to voice their concerns can enhance compliance and discipline. By creating

opportunities for open dialogue and collaboration between students, faculty, and administrators,

College can promote a culture of accountability and responsibility. (Bufkin, J. (2022))

 Understanding the Factors Shaping Discipline Levels Among Criminology Students

Discipline is a crucial component of success in academic and professional settings,

particularly in specialized fields like criminology where ethical conduct and responsibility are

paramount. This article delves into the various factors contributing to discipline levels among

criminology students, including institutional, personal, and social influences, drawing insights

from local studies and scholarly research. (Bruns, J. and Bruns, D. (2021)

Institutional Factors: Institutional factors encompass elements such as clear policies,

supportive faculty, and structured academic programs, all of which play a significant role in

shaping student discipline (Smith, 2018). Educational institutions that prioritize ethical conduct

and offer resources for student development create an environment conducive to disciplined

behavior. Research has shown that clear institutional guidelines and consistent enforcement

contribute to a disciplined student body, fostering a culture of accountability and responsibility.

Personal Factors: Personal attributes like motivation, self-regulation, and individual

values also influence a student's level of discipline. Students who are intrinsically motivated to

succeed and possess strong self-regulation skills are more likely to adhere to institutional rules

and engage positively in their academic pursuits. Moreover, personal values, including a

commitment to ethical behavior and a sense of responsibility, serve as reinforcing factors for

disciplined conduct (Jones, 2020). Understanding these personal factors is essential for educators

to tailor interventions that promote disciplined behavior effectively.

 Social Factors: Social influences, including peer interactions, family background, and

societal expectations, significantly impact student discipline. Positive peer relationships and a

supportive social network can encourage students to uphold disciplinary standards, whereas

negative peer pressure may lead to deviant behaviors (Smith, 2018). Additionally, family

background, parental involvement, and societal expectations regarding the role of criminology

professionals all contribute to students' attitudes towards discipline. Local studies have

highlighted the importance of these social factors in shaping the behavior of criminology

students. (Bower J.A. 2020)

Insights from Local Studies: Local studies conducted on discipline levels criminology

students provide valuable insights into the interplay of institutional, personal, and social factors.

These studies have underscored the significance of institutional support, personal motivation,

and social influences in shaping student behavior. By understanding these factors specific to their

student population, educators and administrators can develop targeted interventions to foster a

more disciplined and ethically conscious student body. (Bloom, B. S. 2021)

 The Interconnection of Discipline and Academic Achievement in the Field of Criminology

Discipline stands as an indomitable cornerstone in the edifice of academic

accomplishment, resonating across diverse fields of study. However, its resonance assumes a

profound significance within specialized domains like criminology, where ethical fortitude and

accountability reign supreme. This article embarks on an exploration of the symbiotic

relationship between discipline and academic triumph among criminology scholars, drawing

upon entrenched research paradigms and localized investigation. (Bloom, B. S. Ed.),2021)

In the realm of educational psychology, a chorus of empirical evidence reverberates,

highlighting discipline's pivotal role in nurturing academic ascendancy. Disciplined scholars

manifest traits such as adherence to timetables, punctiliousness in meeting deadlines, and an

unwavering focus on scholarly pursuits, all of which converge to elevate scholastic attainment

(Jones, 2020). Within the dynamic precincts of criminology, where students are groomed to

negotiate labyrinthine ethical conundrums and navigate through the crucible of high-pressure

exigencies, disciplined conduct metamorphoses from being merely advantageous to becoming an

irrefragable prerequisite for triumph (Black, P. J., &Wiliam, D. (2019b))

Criminology, as a vocation, bequeaths its votaries with a relentless cavalcade of ethical

quandaries, necessitating judicious decision-making and an unflinching allegiance to principles

of rectitude. Consequently, the nexus between discipline and academic conquest assumes an

ominous portent for the nascent careers of criminology aspirants. Studies underscore that

disciplined acolytes evince a proclivity for surmounting the vicissitudes endemic to the precincts
of criminal justice, evincing heightened resilience and ethical sagacity in the face of adversarial

tempests (Smith, 2018).

Institutions of erudition shoulder a sacrosanct responsibility in nurturing discipline

among the acolytes of criminology. By foregrounding the imperatives of ethical comportment

and furnishing a panoply of resources for student enrichment, bastions of learning such as

Colleges can efficaciously engender a culture steeped in discipline. Through meticulously

calibrated interventions and the creation of nurturing milieus, pedagogues can augment the

readiness quotient of aspiring criminologists, thereby bequeathing an indelible imprint upon the

integrity and efficacy of the criminal justice apparatus. (Bates, M. 2023.)

As we stand on the cusp of an epoch defined by the exigencies of ethical rectitude and

academic prowess, the imperative for inculcating discipline assumes a poignant resonance within

the annals of criminological pedagogy. It behooves educational institutions to redouble their

efforts in fostering an ethos underpinned by discipline, thereby endowing the criminologists of

tomorrow with the tools requisite for navigating the labyrinthine corridors of ethical probity and

professional exigency (Bruns, J. and Bruns, D. (2020)

In essence, discipline emerges not merely as a harbinger of academic triumph but as an

indispensable lodestar guiding the trajectory of criminological vocations. Through a concerted

mélange of pedagogic initiatives and institutional scaffolding, educators can nurture a cohort of

criminologists endowed with the mettle to navigate the vicissitudes of the criminal justice milieu

with equanimity and ethical rectitude. In doing so, they shall etch an indelible legacy upon the

edifice of criminological scholarship, affirming discipline's immutable stature as the bedrock of

academic accomplishment and professional ascendancy (Berg, L., and Bing, R. (2020)
 CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE

This chapter deals with the research methods, environment, respondents, instruments,

procedures and the descriptive evaluation of data. This chapter discusses details of strategies and

approaches used in answering the research problems.

RESPONDENTS OF THE STUDY

The respondents of the study are the BS-Criminology students of HGB College. There

are seventy-two (72) students who will be answering the standard questionnaires. The

information they provide will be helpful for the study.

DATA GATHERING PROCEDURE

The data gathering procedure began with obtaining permission from the coordinator/dean

of the College of Criminology to conduct a study assessing discipline among criminology

students at HGB College. After securing permission, the researchers prepared structured

questionnaires, which were then checked and validated for reliability. Once validated, the

questionnaires were distributed to seventy-two respondents, who were asked to complete them

within 10-15 minutes. Subsequently, the researchers collected the questionnaires. The results will

be tabulated, analyzed, and interpreted to derive findings, potential recommendations, and

conclusions
 DATA GATHERING TOOL

The researcher used a self-created questionnaire as the research tool. The questionnaire's

initial portion focused on the profiles of student participants. The researchers used a 4 Likert

scale to answer these questions, which focused on the Assessment on the discipline among

criminology students of HGB College.

To analyze the prevalence of specific behaviors exhibited by HGB criminology students,

we utilized descriptive statistics. The mean (average) was calculated for each behavior based on

responses from 72 students

Mean=Number of respondents

Sum of all responses

Where:

 Xˉ\bar{X}Xˉ is the mean.

 ∑X\sum X∑X is the sum of all responses.

 N is the number of respondents.

Table 1.

Demographic Profile Frequency Percentage

Age

18 11 15.27%

19 12 16.67%

20 30 41.67%

21 12 16.67

22 7 9.73%

Total 72 100%

Gender

Male 62 86.11%

Female 10 13.89 %
 Total 72 100%

Parents Income

Low Income 61 84.72%

Lower Middle 11 15.28%

Middle Middle 0

Upper Middle 0

Total 72 100%

Table 1 show the age, gender and the Parents income of the respondents, The age group of 20-

year-olds is significantly overrepresented (41.67%), indicating a potential focus or interest in this

age bracket within the sample. This suggests that any conclusions drawn might be particularly

relevant for 20-year-olds but less so for other age groups. The relatively lower representation of

22-year-olds (9.73%) suggests that this age group might be less engaged or available within the
surveyed population, potentially affecting the generalizability of findings to all age groups

equally.

There is a pronounced male dominance in the sample (86.11%), implying that the survey results

may primarily reflect the experiences and perspectives of males. This gender imbalance needs to

be considered when interpreting the data, as the views of females are underrepresented and may

not be adequately captured. The low percentage of females (13.89%) may indicate a potential

barrier or lack of interest among females in participating in the survey, highlighting the need for

more targeted outreach or engagement strategies to balance the gender representation in future

surveys.

A large majority of respondents come from low-income families (84.72%), indicating that

economic constraints might be a common challenge within the surveyed group. This can have

various implications for their access to resources, opportunities, and overall quality of life. The

presence of a smaller group from lower-middle-income families (15.28%) suggests some

diversity in economic backgrounds, but the absence of respondents from middle-middle or

upper-middle-income families (0%) indicates that higher-income groups are not represented.

This might limit the ability to compare experiences across different socioeconomic statuses.

Table 2.

No. Statement Mean

1. a. Attendance and punctuality in classes and academic 3.18

activities.
 2. b. Completion of assignments and projects within 3.08

deadlines.

3. c. Active participation in class discussions and group 2.74

activities.

4. d. Respectful behavior towards peers, faculty, and staff. 2.78

5. e. Demonstrating integrity in academic work, such as 2.85

avoiding plagiarism and cheating.

The mean values for various behaviors exhibited by HGB criminology students in academic

settings provide important insights. The mean for attendance and punctuality in classes and

academic activities is 3.18, indicating that while students generally attend classes on time, there

is room for improvement. This rating, slightly above the midpoint, suggests that attendance is

relatively good but not exemplary. Similarly, the mean value of 3.08 for the completion of

assignments and projects within deadlines implies that students are moderately successful in

meeting deadlines, though there are instances of late submissions.

Active participation in class discussions and group activities has a mean of 2.74, indicating that

student engagement in these activities is below the desired level. This suggests a significant need

for improvement in fostering a more interactive and collaborative learning environment.

Respectful behavior towards peers, faculty, and staff has a mean of 2.78, implying that while

respectful behavior is somewhat common, it is not as prevalent as desired. This score indicates

that there are instances where respectful behavior could be enhanced.

The mean value of 2.85 for demonstrating integrity in academic work, such as avoiding

plagiarism and cheating, indicates that students generally uphold academic integrity, though

occasional lapses occur. This score is closer to the ideal but still suggests room for improvement

in maintaining high standards of honesty in academic work.

These mean values have several implications. The relatively good but improvable attendance and

punctuality suggest that stricter attendance policies, incentives for punctuality, and addressing

underlying causes of tardiness could be beneficial. The moderate success in meeting assignment

deadlines indicates a need for better time management skills among students, which could be

addressed through workshops and more frequent deadline reminders from faculty.

The low score for active participation points to the need for more engaging teaching methods,

incorporating technology to facilitate discussions, and creating a classroom environment that

values student contributions. The moderately low score for respectful behavior highlights the

need for programs focusing on empathy, communication skills, and the importance of respect in

professional settings. Lastly, the score for academic integrity suggests that strengthening

integrity policies, offering educational sessions on academic honesty, and using plagiarism

detection tools could help maintain and improve integrity standards.

Table 3.

No. Statement Mean

 1. a. HGB criminology students adhere strictly to 3.24

institutional rules and regulations.

2. b. HGB criminology students understand the importance 2.94

of following prescribed guidelines.

3. c. HGB criminology students actively seek clarification 3.25

on institutional policies when needed.

4. d. HGB criminology students willingly accept 3.22

disciplinary actions when they violate rules.

5. a. HGB criminology students adhere strictly to 2.74

institutional rules and regulations.

The mean values for the given statements regarding HGB criminology students' compliance with

institutional rules and regulations provide insights into their behaviors and attitudes. The mean

value of 3.24 for the statement that students adhere strictly to institutional rules and regulations

suggests a generally positive attitude towards compliance, although there is room for

improvement. Institutions can further promote strict compliance by reinforcing the importance of

these rules through educational programs and continuous reminders about the benefits of

following regulations. The mean value of 2.94, indicating students' understanding of the

importance of following prescribed guidelines, suggests a neutral to slightly positive perception,

highlighting the need to enhance their understanding. Institutions could organize workshops,
provide detailed explanations during orientations, and use real-life examples to illustrate the

consequences of not following guidelines.

A mean of 3.25 for students actively seeking clarification on institutional policies reflects a fairly

proactive engagement, indicating a willingness to understand policies better. This behavior

should be encouraged by ensuring that policy information is easily accessible and that there are

clear channels for questions. Providing FAQs and regular Q&A sessions can further support this

proactive behavior. The mean value of 3.22 for students willingly accepting disciplinary actions

when they violate rules suggests general acceptance, though there might be some hesitation.

Institutions should strive to create a transparent and fair disciplinary process, clearly

communicating the rationale behind disciplinary actions and ensuring the process is perceived as

just and consistent to improve acceptance among students.

The mean value of 2.74 for adherence to institutional rules and regulations indicates a lower

level of strict adherence compared to the earlier statement with a mean of 3.24. This discrepancy

might be due to differences in sample or context, highlighting the need for more robust measures

to ensure compliance. Institutions might consider conducting more frequent checks,

implementing stricter enforcement mechanisms, and fostering a culture that emphasizes the

importance of rule adherence. Overall, while there is general adherence and a proactive attitude

towards seeking clarification, the understanding of the importance of guidelines and acceptance

of disciplinary actions could be improved. Institutions can address these areas through targeted

interventions, such as educational programs, transparent communication, and fostering a culture

of integrity and respect for institutional policies.

Table 4.

No. Statement Mean

1. Institutional policies and regulations. 3.40

2. Personal motivations and commitment to academic 3.15

success.

3. Influence of peers and social circles. 3.06

4. Support from faculty and staff in fostering discipline. 3.14

5. Awareness and understanding of the consequences of 3.61

undisciplined behavior.

The data reveals valuable insights into the factors influencing discipline among HGB

criminology students. Institutional policies and regulations emerge as the most influential factor,

with a mean value of 3.40, indicating their significant role in fostering discipline. However,

there's room for enhancement or reinforcement of these policies to maximize their effectiveness.

Personal motivations and commitment to academic success follow closely, with a mean value of

3.15, suggesting the importance of fostering intrinsic motivation among students. While the

influence of peers and social circles is perceived moderately at 3.06, efforts to positively shape
peer groups could further enhance discipline levels. Similarly, support from faculty and staff,

rated at 3.14, underscores the significance of institutional support systems. Notably, awareness

and understanding of the consequences of undisciplined behavior stand out with the highest

mean value of 3.61, indicating its pivotal role. Educational efforts aimed at increasing students'

awareness of repercussions could significantly contribute to discipline improvement. These

findings imply the need for targeted strategies and interventions focusing on policy

reinforcement, motivation enhancement, peer influence management, faculty support, and

awareness campaigns to foster a disciplined learning environment among HGB criminology

students.
References

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45(2), 123-135.

Smith, J. (2020). Establishing Clear Policies for Student Discipline. Educational Leadership,
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of Criminal Justice Education, 1, 153-65.

Bruns, J. and Bruns, D. (2020).Effecting change in colleges and universities. Journal of

Leadership Studies, 1, (2), 53-63.

Bates, M. 2023. “The Assessment of Work-Integrated Learning: Symptoms of Personal

Change.” Journal of Criminal Justice Education 14(2): 303-326.

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(1956).Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David
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http://www.aacu.org/value/rubrics/QuantitativeLiteracy.cfm

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Summary:

1. The study analyzed the age, gender, and parental income of respondents to provide

context for understanding the data's implications. It found an overrepresentation of 20-

year-olds, suggesting relevance to this age group but potentially limiting generalizability.

A notable gender imbalance was observed, with a majority of male respondents,

indicating a need to consider the underrepresentation of female perspectives. Moreover,

most respondents came from low-income families, highlighting economic constraints as a

common challenge.

2. The data also examined behaviors and attitudes of HGB criminology students in

academic settings. While attendance and punctuality were relatively good, there's room

for improvement in meeting deadlines and active participation. Respectful behavior and

integrity in academic work showed moderate levels but also areas for enhancement.

3. The study explored students' compliance with institutional rules and regulations. While

there was a positive attitude towards adherence, understanding the importance of

guidelines and accepting disciplinary actions showed room for improvement.

4. The study investigated factors influencing discipline among HGB college students, with

institutional policies, awareness of consequences, and personal motivations emerging as

significant contributors.
Findings

1. Age, gender, and parental income distributions suggest potential biases in the sample,

affecting generalizability.

2. Academic behaviors such as attendance and punctuality are relatively good but need

improvement in meeting deadlines and active participation.

3. Respectful behavior and academic integrity show moderate levels but indicate areas for

enhancement.

4. Students generally adhere to institutional rules, but there's room for improvement in

understanding guidelines and accepting disciplinary actions.

5. Factors influencing discipline include institutional policies, personal motivations,

awareness of consequences, and support from faculty.

Conclusion:

The survey provides insights into various aspects of discipline among HGB criminology

students. It highlights areas of strength and areas needing improvement in academic behaviors,

compliance with institutional rules, and factors influencing discipline. Addressing these areas

could contribute to fostering a more disciplined learning environment.

Recommendations:

1. Develop targeted interventions to improve time management skills, active participation,

and academic integrity among students.

2. Increase awareness and understanding of institutional rules and guidelines through

educational programs and transparent communication.

3. Implement strategies to balance gender representation in surveys and ensure diverse

perspectives are captured.

4. Provide support services and resources to students from low-income families to address

economic constraints.

5. Enhance engagement strategies to encourage students to seek clarification on policies and

accept disciplinary actions willingly.

6. Strengthen institutional policies and reinforcement mechanisms to maximize their

effectiveness in fostering discipline.

7. Foster a culture of respect, integrity, and accountability among students, faculty, and staff

to promote a disciplined learning environment.