1

READINESS OF CRIMINOLOGY INTERNS IN TAKING CRIMINOLOGY

LICENSURE EXAMINATION

An Undergraduate Thesis
Presented to the Faculty of Criminal Justice Education
Ramon Magsaysay Memorial Colleges – Marbel Inc.
Koronadal City

In Partial Fulfillment if the Requirements for the degree

Bachelor of Science in Criminology

CATHLYN F. ANGCON
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Chapter I

INTRODUCTION

Rationale

Supervision has been viewed as a process that focuses on directing,

controlling, or intimidating individuals. Performance efficiency is the ability of your

workload to adjust to changes in demands placed on it by users in an efficient

manner. These principles are intended to guide you in your overall strategy for

improving performance efficiency.

In the process of implementing supervision, it is necessary to refer to

certain principles. These principles include constructive, democratic, creative,

innovative, objective, professional, and purposeful. Supervisors in carrying out

supervision need to adhere to these principles. Supervisors should not only find

errors, but they also have to provide a lot of supports to improve or increase

teacher competence (Morris, 2015).

Supervision involves the process of checking, the positive implementation

of curriculum assisting those implementing the curriculum. It is an inspective and

supervisive action aimed at achieving organizational goals. The inspection

aspect deals with fact finding and the assistance aspect is concerned with the

establishment of a positive superior and subordinate relationship, with special

emphasis on specialization directed towards utilization of available human and

materials resources in achieving organizational goals (Shaw, 2016).

The performance efficiency of students in the Philippines has been

mediocre as compared to other countries in Asia and the Pacific as evidenced by

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the results of the 2007 Trends in International Mathematics and Science Study,

which ranked the country 41st out of 46 countries that participated. Thus, the

perception that the educational system is ineffective is widely believed because

of the presence of such dismal test scores. Therefore, this paper looks at the

inefficiency of the educational systems by looking into how a variety of academic

inputs relate to actual test achievement scores of Filipino students (Roble, 2016).

The objectives of the researcher to conduct the study is to identify the

supervision and performance efficiency of newly criminology interns of RMMC-

MI. As future criminology instructor, the researcher wants to know the how the

teachers supervised the students and as a result it is the performance efficiency

of the students.

Research Objectives

This study will be conducted to determine the supervision and

performance efficiency of newly criminology interns of RMMC-MI as basis for

proposed enhancement plan.

Specifically, it sought to answer the objectives:

1. To determine the demographic profile of the respondents in terms of:

1.1 age;

1.2 sex;

2. To determine the supervision among newly criminology interns of

RMMC-MI.

3. To determine the performance efficiency of newly criminology interns

of RMMC-MI.
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4. To proposed enhancement plan from the result of the study.

Review of Related Literature

This presents related literatures which are useful and necessary in

providing essential backgrounds information on the present study. It includes

articles from books, journals, unpublished thesis, and from internet which were

found to have bearing to this study.

Foreign Literature

Typically, supervision has been viewed as a process that focuses on

directing, controlling, or intimidating individuals; however, the last decade has

seen a paradigm shift to more of a collegial approach. This paradigm shift was

brought about by criticisms of schools for being unresponsive to the needs of

teachers, parents, and children (Johnson, 2015).

Therefore, school administrators and supervisors have started including

teachers in the overall responsibilities of school policy making. In addition to

having more responsibility in establishing school policy, teachers also need to

have more input pertaining to their own developmental process. Recent research

stated that if the supervisory process is to be effective, teachers need to have a

voice in the evaluation of their teaching. Allowing the supervisory process to be

more follower-driven enriches and strengthens an organization; therefore,

understanding the type of leadership provided to teachers becomes imperative

(Danielson, 2016).
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Supervision is designed to promote teaching and learning in schools. Lack

of supervision could result into inadequate preparation by teachers, negative

attitude of students toward school unconducive school climate. These are

common problems affecting school discipline, pupils’ classroom participation and

teachers job performance. These common school disciplinary problems are

results of inadequate supervisions resulting from inadequate funds, inadequate

skilled manpower in the inspectorate division in the Ministry of Education. Lack of

co-operation among teachers and teachers’ poor condition of service (Oghuvbu,

2019).

The moderately structured level has two supervisory models for a teacher

and supervisor to utilize. The models are developmental and contextual. The

developmental model consists of three types of assistance from the supervisor:

directive approach, collaborative approach and nondirective approach. The

directive approach consists of the supervisor setting goals and objectives for the

teacher; the collaborative approach provides an opportunity for the teacher and

supervisor to establish goals together; and the non-directive approach provides

for more teacher control in the supervisory process (Glickman et al., 2015).

Looking back from the approaches used, supervision can also be carried

out using several methods. Glassman et al. (2017) classified it into three, namely

directive, non-directive, and collaborative. The directive approach is carried out if

during the process of implementing supervision the supervisor is more dominant

in providing direction, guidance, or other development assistance. On the other

hand, a non-directive approach is applied when the teacher being supervised

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finds solutions to the problems faced, improves, or develops himself and the

supervisor only provides motivation and supports. A collaborative approach is

implemented when both supervisor and teacher actively participate in improving

and developing.

The performance efficiency of university faculty members and uncovering

the factors that prevent them from performing their role properly is a good

indicator of the interest of a generation of students who contribute to the

advancement of society. Therefore, it is important to improve the quality of higher

education in its reflection on the efficiency of educational performance in its

components from the content of educational programs, activities, curricula,

modern technology, its ability to suit the abilities of learners and the diversity of

objectives and decisions and its contribution to the sustainable development of

institutions of higher education (Richardson, 2017).

Moreover, because users interact with a MUVE’s three-dimensional world

and other users by means of avatars, these environments may present a higher

level of cognitive load than the more typical two-dimensional, non-avatar,

computer-user interfaces with which most are familiar. Cognitive load refers to

the level of difficulty a learner perceives when performing or learning a given

task. Cognitive load theory is based on information processing theory, which

states that an individual must process information using short-term memory in

order to place it into long-term memory for later use. If the cognitive load is too

great, the information will not be processed into long-term memory efficiently,

and learning will be inhibited (Holland, 2018).

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In addition, learning is a system. The success of transforming input into

the most favorable output depends on the components of the learning system.

One of the components that determines student learning outcomes is the

teacher. The results of the research by Rahayu et al. (2018) showed that

professional competence had a significant effect on the effectiveness of

education in schools.

Then, the research by Suryadarma et al., (2017) proved that there was a

negative correlation between teacher absence and student achievement. The

role of the teacher is very important to achieve student achievement. The

research results showed that teacher’s quality affected student academic

achievement. In line with the previous study, the research results presented that

teacher experience and competence affected student academic achievement.

The research results showed that the learning communication interaction

between students and teachers was the most dominant predictor of learners’

perceived learning achievement.

Postgraduate supervision in higher education institutions increasingly

plays an important role particularly in ensuring quality research work. Supervision

has become an increasingly demanding role for supervisors because they need

to lead the candidates towards the successful completion of their theses. This

puts upon supervisors the need to cope with the demands of effectively

practicing their role as research supervisors. The practice of supervision is an

evolving field of interest not only for supervisors and candidates but also for other

stakeholders who wish to examine it. This paper seeks to review the existing
 8

literature in this area, particularly the different perspectives and approaches

used. It also seeks to highlight the roles of practitioners as well as their impact on

the lives of candidates (Harden, 2015).

Ideally, the supervisor is not someone who merely assumes the role

because he or she was selected by a candidate, or someone who assigns him or

herself out of convenience. Unfortunately, with the growing number of candidates

who need to be supervised, some supervisors may be forced to commit

themselves to candidates whose research interests differ from theirs. In addition,

it may also be possible that some supervisors lack the required expertise to

direct the candidates’ research. Further, even in instances where supervisors

have such expertise, the transfer of such may still not happen due to limited

contact hours or other reasons. ‘Claim to extraordinary knowledge’ is a serious

special authority that requires commitment to such authority. This is where the

word ‘profess’ (e.g., in professor) becomes meaningful because as a practitioner

of such profession, there must be a claim to something of which the supervisor is

knowledgeable. This also adds meaning to Schön’s idea of belongingness to a

community of practitioners where practitioners share similar expert skills or

knowledge in particular fields (Marsh, 2018).

From this, the supervisor as a reflective practitioner must be critical about

two things: the profess-ion, and the practice of that profession. The supervisor

must be fully aware that supervision as a profession is not simply an extension of

teaching work but is also an avenue to train future practitioners in the actual

community to which they will eventually belong. The practice of profession refers
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to experiences in the conduct of activities related to such profession that together

make up the know-how of the practitioner. Beckett & Hager (2017) aptly

describes this know-how as ‘a type of knowing what to do in practice that is

evident in various intentional actions’ (p. 5). This does not only pertain to the

techne—the ‘hard skills’ required in supervision such as statistics and research

skills, but also to the tacere—the ‘soft skills’ that characterize embodied tacit

knowledge. ‘Knowing what to do in practice’, in this case, pertains to the

challenging reproduction, manipulation, and application of both the techne and

the tacere during supervision.

Supervision’s failures or successes are a result of experiences

characterized by expressions such as ‘Supervision was doing well,’ ‘I don’t know

how she did it but the candidate pulled it through,’ ‘He left everything to me and

now I’m lost,’ or ‘I learned so much from my supervisor despite less supervision’.

Essentially, the practice of supervision refers not only to ‘knowing what’ and

‘knowing how’ but also ‘knowing why’ that represent the appropriate judgments

supervisors make during ‘hot action’ (Beckett & Hager, 2017) referring to the

practitioners’ ‘processes and acts of judgment endemic to everyday experiences

at work’ and the required sensitivities in those ‘judgements-in-context’.

Making sense of this ‘messy, confusing problems’ that supervision brings,

the supervisor as a practitioner is faced with educative experiences available for

reflective thinking and action though they may be seen as otherwise everyday

ordinary experiences of meetings between them and the candidates. Thus,

supervisors as reflective practitioners must go beyond the desired outcomes of

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licensing the academic with the necessary research and technical skills and also

learn the intricacies of the conduct of their profess-ion as well as be reflective of

the ‘swampy’ experiences and judgements that are embedded in the practice of

their profession (Fletcher, 2016).

Supervisors need to give prominence to existing competences and

creativity, thus choosing skilled communication as well as authentic behaviours,

so that they can help students through a manual to use as a reference point for

the students as ways of supporting them. Distance supervisors ought to be

involved in the theoretical and practical supervision of students through

communication (Berney & Bourquin, 2019). The issue of who ought to initiate

contact, the student or the supervisor is a concern. I would argue that

maintaining effective communication is the responsibility of the supervisor, as

part of both what the student is paying for and of the informal, if not explicit,

learning contract between them. Establishing a formal contract, as an explicit

strategy, is one possible way to solve supervision issues because a contract sets

out the roles and responsibilities of both the supervisor and the student.

Local Literature

Education is the main element that determines the progress of the nation.

Qualified human resources can only be achieved through good quality of

education, and excellent resources will enhance the development of the nation.

The experience of advanced countries shows that a country, even with minimal

natural resources, can become a developed country because it is supported by

high-quality human resources. High-quality human resources can be prepared

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through good education. One of the main indicators of an excellent education is

that student learning outcomes can be fully achieved (Vallejo, 2018).

Indonesia and the Philippines are two countries that are categorized as

developing countries. Based on the results of the Program for International

Student Assessment (PISA) in 2018, Indonesia was in the 73 rd, while the

Philippines was in the 78 th out of 79 countries participating in that event

(OECD, 2019). Thus, the learning outcomes achieved by students for Reading,

Mathematics, and Science are considered low. It shows that the quality of

education in Indonesia and the Philippines is still below standard (Alcala, 2018).

Furthermore, instructional supervision is the process of assisting teachers

in the form of guidance, direction, stimulation, or other development activities to

develop and improve the teaching and learning process and situation for a better

one. It is a type of in-service education to improve teacher competence. The

process of implementing instructional supervision can be carried out using

various supervision techniques. In terms of the number of teachers being

supervised, it can be divided into two, namely group supervision and individual

supervision techniques. Group supervision techniques are applied when there is

a large number of teachers who are involved through trainings, workshops,

upgrading programs, teacher meetings, and others; while individual supervision

develops a teacher individually (Amparo, 2018).

Additionally, some examples of this technique are self-evaluation, self-

reflection, independent development, and so on. From the communication side, it

can also be divided into two, namely direct and indirect techniques. Direct
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technique is a process of supervision between teachers and supervisors

communicating directly through teacher’s meetings, workshops, and trainings.

Indirect technique is a process of supervision activities using communication

media; for example, supervision bulletin, job libraries, and many more (Palomo,

2015).

The instructional supervision program is the best way of increasing

teacher competence, both in Indonesia and in the Philippines. Through the

Regulation of the Minister of Utilization and State Apparatus and Bureaucratic

Reform Number 16 of 2009, one of the main tasks of teachers is to develop their

skills sustainably. The main activity for developing teacher teaching

competencies is carried out through instructional supervision (Nacario, 2014).

Learners’ pace was said to be dependent upon the direction of the

teacher-facilitator, and it is the permeating idea nowadays. With the debut of the

new Results-based Performance Management System - Philippine

Professionalization Standard for Teachers (RPMS-PPST) this school year 2018-

2019, it has become a silver-lining for both the school heads and subordinates.

Positive and negative response with this new method of classroom observation

has been gathered to study the acceptance of teacher with this new way of

monitoring. With the teachers inviting the school head, they can prepare well and

classroom observation turns out to be a formal demonstration teaching to

highlight best practice. On the other side, there has been news of depression

resulting from the introduction of this new system (Gumban, 2019).

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Thus, inaccessibility of information and services provided by DE

supervisors, can contribute to low quality of students’ success. The main

responsibility of the institutions is to ensure that the facilities provided to

supervisors are always appropriate for the supervision of students in a distance

mode. The benefit of having good facilities is that it can be a factor in helping

supervisors to reach their students with ease. There are circumstances where

students and supervisors face personality clashes, barriers to communication,

cultural and language difficulties or personal differences in working approaches

(Oliva, 2019).

As an educational institution, all of these should be handled effectively to

facilitate these students. In a thesis programme, there is a crucial need for an

effective supervisory approach. Students may experience a lot of difficulties

during their research process. Some of them may not be familiar with the

research topic and some of them may lack the requisite knowledge of research

methodology. On the other hand, supervision is one of the main elements that

should be considered when discussing about graduate students. DE supervision

has become very critical for graduate students to achieve higher degree

certification. Supervision ought to be a central process for the successful

completion of programmes. DE supervision needs to be interpreted as a two

ways interactional process that requires both the student and the supervisor to

consciously engage each other within the spirit of professionalism, respect,

collegiality and open mindedness (Bueno, 2019).

Foreign Studies
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The mentoring process is essential for graduate education and the

preparation of the next generation of scholars in criminology and criminal justice.

However, it is a process that can be filled with challenges and dilemmas. This

study seeks to gather information on how faculty members in 31 doctoral

programs in criminology and criminal justice in the USA select graduate students

to mentor and supervise their experiences during the process, as well as basic

demographic and departmental information. In addition, participants were asked

to review scenarios that involved professional dilemmas in working with graduate

students and report how they would handle the situation. One‐way ANOVA

results revealed statistically significant differences in how faculty members

responded to various problems in the mentoring process (Wallace, 2018).

The Handbook of Research on School Supervision (Firth & Pajak, 2018),

the most recent attempt to report on the status of the field of supervision from

research perspective, has little or nothing to say about supervision’s impact on

student achievement. In over 1250 pages, the only reference, cited in the index

about student achievement, occurs in reference to coaching. Summarizing

research in the field. The “Scant evidence of learners’ performance or attitude

improvement resulting from coaching programs exists”.

It states that “When student achievement measures are used, the

connection between achievement and the contribution of coaching is necessarily

tenuous”. The absence of research on the impact of supervision specifically

related to achievement has been lamented at many COPIS and AERA-SIG

annual meetings and during informal conversations among professors of

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supervision. Without adequate research addressing specific ways supervision

works to influence student achievement, supervision as a field and practice will

continue to remain inconsequential in an era of heightened accountability that

measures efficacy of instructional strategies by examining links to levels of

student achievement. Notwithstanding, some methodological, technical, and

even logistical difficulties in being able to make firm connections, scant attempts

to address the issue have thwarted efforts of supervision to make a unique

contribution under current school reform efforts (Goldsberry, 2018).

Alig-Mielcarek (2013) hypothesized that “instructional leadership would

have a “direct effect on student achievement. However, the author concluded

“the data did not support this hypothesis”. Although “bivariate correlations

indicated that instructional leadership has a significant positive relationship with

student achievement,” further studies are required such as “longitudinal”

analyses. Although, principals might impact student achievement, such an impact

might be greater among “others in the school”. Supervision, specifically, is not

addressed by either study.

Williams (2013) in a dissertation titled the Relationship between Principal

Response to Adversity and Student Achievement emphasized the importance of

the principal in influencing student achievement through developing a school

culture focused on learning and working to establish a collaborative learning

community. The researchers used an ex-post facto research design to examine

the relationship between an Adversity Quotient, a self-reporting instrument, and

scores from standardized student achievement data over a two-year period.

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Results indicated that students attained higher test scores in schools with higher

Adversity Quotient principals.

In a similar, yet more recent study of Nunnery (2015) conducted a

statewide study to “determine the relationship between principal quality as

measured by ratings on an ISLLC standards rubric and student achievement

scores over time”. Student achievement levels were higher in schools with

principals with higher ratings. The researchers concluded that principal quality

was connected to student achievement. They caution, though, that “the

relationship is correlational and not causal” but that “it is reasonable to believe

that principals who practice and build skills in leadership for teaching and

learning can positively impact their schools’ learning and student performance”.

Once again, supervisory practices per se were left unexamined.

Some studies that examined leadership practices of principals discussed

many factors except their impact of student achievement. In an extensive survey

study conducted by MetLife (2013), data gleaned from surveys of thousands of

participants nationally indicate that principals are critical for motivating teachers

and students, ensuring a safe and secure school environment, communicating to

parents, and other administrative responsibilities. However, no specific mention

is made about how principals influence student achievement.

Again, the inference is that if such an impact were indeed true, then at

best, it was indirect. Our review of the extant literature confirms the conclusion

drawn by Levin (2016) explained that educational leadership “does not produce a
 17

direct effect on student learning, but is a mediating influence on teachers,

curriculum, instruction, community, and school organization”.

Educational researchers have used a medical model to develop

instructional materials; that is hope to design instruction, which is both efficient

and effective (Lewis & Barron, 2014). one of the earliest educators to describe

these two general categories of dependent variables. He proposed most

educators are concerned with (1) “the rate of attainment of some criterion

performance” (efficiency) and (2) “the degree of correctness of this performance”

(effectiveness). It is an underlying theme of this paper that when these variables

are applied to the design of instructional materials, we are considering the

“learnability” of the instruction.

From the efficiency analysis approach, several studies use machine

learning techniques and Data Envelope Analysis to generate estimates of

productivity and competitiveness. Most of these studies have been developed in

the commercial and industrial field. Among these studies, the contributions of

Gómez and Herrera (2019) stand out; the authors integrate financial items and

levels of operational performance to estimate productivity indicators in the

chemical sector in Colombia. Other studies develop multistage models in a

similar approach, analyzing variables’ performance and implementing supervised

and unsupervised data learning models with efficiency analysis models.

The type of educational data is a vital aspect in determining efficiency.

Thus, there are different reports and databases where the results of large-scale

tests are presented (e.g., PISA, SABER PRO, GMAT or TIMSS). These data can
 18

be the result of micro aggregations represented by average values of each

institution or country. On the other hand, there are data at the individual level,

which represent the performance of students in their interaction with a

standardized test, the grades obtained in a study period, or external variables

related to social, economic, and geographical aspects (Escorcia-Caballero,

2020).

The primary consideration of these approaches is to assume that all study

units have the same conditions, resources, and infrastructure, which can have

fundamental implications for determining efficiency levels. Furthermore,

standardized tests have limitations, such as the range of possible student

responses, the context of each student to associate their reality with the

questions and answers in predetermined categories, in addition to the difficulty of

the test associated with the existence or lack of specific training on exam topics.

The literature related to the measurement of efficiency in educational processes

has shown increasing dynamics in recent years (López-Torres, 2017). Therefore,

it is possible to find different approaches to evaluate efficiency in this sector, in

addition to studies applied to the Colombian context.

Furthermore, the study by Fischer and Hanze (2019) proved that teaching

methods and students’ participation during their learning process affected

cognitive engagement, interest, learning achievement, and the development of

student academic competence. That teacher characteristics had a significant

effect on student achievement in Language and Mathematics. To conclude,

some of the research results show that the teacher is the main component that
 19

determines student learning outcomes. Therefore, to improve student

achievement, it is necessary to improve teacher competence.

Behlol (2015) made a study on supervision and supervisory practices. It

was conducted to find out the practices and problems of supervisors working at

primary school level in Pakistan. It revealed that supervisors do not delegate the

responsibilities to the staff to perform the educational making process. As a

result, the team members will not put their all-out efforts in the activity and take it

as burden. It’s recommended that a training programme for the supervisors

working at Primary level may be designed and launched to improve their

knowledge, skills and attitude to perform their duties as a facilitator, guide,

motivator, helper and the leader of the team.

Forsyth and Hoy (2017) in his book stated that “effective supervision in

public schools is an elusive but fascinating activity, and much confusion and

misapprehension surround the word “supervision” itself… Close supervision was

a classic response to production and control problems: it was management’s

attempt to manipulate and control subordinates. It should not be surprising, then,

that a good many teachers view supervisions as simply another layer in the

bureaucratic structure designed to watch and control their actions.”

Treslan (2017) examined the learning organization dimension of schools.

His purpose is to identify implications for specific components of supervision,

namely, knowledge, interpersonal/technical skills and task areas. The

supervisory process is argued to be significantly affected by a learning

organization presence, creating additional leadership role responsibilities.

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Current researches in postgraduate supervision include examination of

frameworks for doctoral education, mapping the development of new research

programs responsive to the needs of the economy, surveys on students’

satisfaction with programs or supervision, use of students’ evaluation to

benchmark universities (see Marsh, Rowe, & Martin, 2002), and frameworks for

postgraduate supervision (see Zhao, 2003) or evaluation (see Zuber-Skerritt &

Roche, 2004).

The literature on evaluation of postgraduate supervision mostly discusses

the PhD process and refers to supervisors’ experiences with international

students, such as those from universities in Africa, Australia, Singapore, New

Zealand, United States and the United Kingdom. However, there seems to be

little research on how extensively it is practiced. With this I believe that there’s a

need to explore the practice of supervision and understand the complexities

during the process. There is a lot of knowing what but less of knowing how and

knowing why with reference to the understanding of the epistemologies of

practice. The latter two are essential areas of research that can provide us

details of the transfer of technical skills, the tacitness of knowledge (e.g., when a

candidate says ‘she’s the best supervisor I had’), the richness of the experience,

and the judgments made by the supervisor during supervision. Most research

focused on the outcomes rather than the processes, which I believe are also

worth examining

Local Studies
 21

This study is anchored upon salient factors such as the perceptions of the

students and student leaders on the effectiveness of performance of the Student

Government of North Luzon Philippines State College. Student leaders could be

benefited by the study for they shall be provided with a massive insight of how

the Student Government operates. Since they are prospective leaders of the

college, they may be able to determine which programs and projects could

provide a better impact to students' welfare. For the school administrators,

personnel and faculty members, they shall be illuminated with the real scenario

of how student leaders work for the welfare of their constituents. They shall get a

deeper understanding of the situations prompted by the student leaders in the

campus; thereby helping them in some aspects of their academic lives (Padillo,

2018).

For the students, this study would provide the needed information as to

how effective the Student Government is in ushering programs and projects

which redound to their welfare. Based on the foregoing findings, the following

conclusions were formulated: The Student Government, as to some extent, is

doing its role in the college in making the students aware of their political rights. It

is just that they need to hold regular leadership training seminars so that the

students, especially the student leaders, could adequately learn how to become

more mature and effective leaders. It should play the role of a facilitator to the

administration or to any other student organizations whenever necessary

(Severino, 2018).
 22

The results of research by Gregorio (2015) showed that teacher

professional development programs could improve teacher competence. The

study indicated that there was a relationship between teacher training and its

effectiveness. The results of study showed that training programs improved

teachers’ cognitive, emotional, and social abilities. Furthermore, the results of

also proved that in-service education and training programs had a significant

effect on teacher performance in managing the class using various teaching

methods, producing teaching aids, and teacher evaluation techniques.

Somers and Sikorova (2018) also found out that in-service education

programs improved teacher teaching practices. Similarly, study showed that in-

service education programs could develop teacher attitudes towards the use of

technology in the teaching and learning process. The results of the study also

indicated that students who were taught by teachers who took training programs

on student-centered learning strategies achieved better learning outcomes. In-

service education and training programs are examples of instructional

supervision activities.

Secretary Briones signed into policy DepEd Order No. 42, S. 2017, which

is known as The National Adoption and Implementation of the Philippine

Professional Standards for Teachers. The policy states, among others, that the

PPST “shall be used as a basis for all learning and development programs for

teachers.” The PPST identifies what teachers are expected to know, be able to

do, and value in their profession. This national order is designed to be adopted

for teachers alongside with the general annual evaluation for all government
 23

employees under the Results-based Performance Management System (RPMS).

The Department of Education is committed to supporting teachers’ continuing

professional development (Silverio, 2017).

The classroom observation is a supervisory monitoring scheme and a

special gauge in ensuring quality teaching. Under the Republic Act 10533,

underwire known as the Enhanced Basic Education Law of 2013, or the K to 12

Law, three important aspects of classroom observation are highlighted: (1) a

process of providing feedback to a teacher’s classroom practice, (2) encourages

teachers to reflect and develop self-awareness about their own practice, and (3)

provides evidence of actual teacher performance, their strengths and areas of

improvement. The RPMS Manual of 2018 indicates four classroom observation

for one entire school year for each teacher should be done, i.e., one formal

classroom demonstration per quarter in a school year. These classroom

observations have three phases; the pre-observation conference, the classroom

observation, and the post-conference. Question arises whether the behavior of

the learners, enthusiasm of both teacher and learners, the teaching-and-learning

process, and the performance of learners differ when there is classroom

observation and when there is classroom observation (Salgada, 2018).

Yusuf (2017) focused on the subject social studies. The researcher’s

study revealed that there is a significant effect of a teaching method on academic

performance of students in social studies. Second, there is a significant influence

of family background on academic performance in social studies. Also, there is a

significant effect of learning strategies on learning outcomes of students in social

 24

studies. It was designed to investigate the factors affecting academic

performance of undergraduate students of Uganda Christian University (UCU).

The findings revealed the existence of a significant relationship between

students’ A-level and Diploma admission points and academic performance, but

there was no relationship between mature age points and academic

performance. The findings also revealed that there was a significant relationship

between parents’ social economic status and academic performance and a

significant relationship between former school background and academic

performance.

Synthesis

Supervision has been viewed as a process that focuses on directing,

controlling, or intimidating individuals. Performance efficiency is the ability of your

workload to adjust to changes in demands placed on it by users in an efficient

manner. These principles are intended to guide you in your overall strategy for

improving performance efficiency. Supervision involves the process of checking,

the positive implementation of curriculum assisting those implementing the

curriculum.

Supervision is designed to promote teaching and learning in schools. Lack

of supervision could result into inadequate preparation by teachers, negative

attitude of students toward school unconducive school climate. The performance

efficiency of university faculty members and uncovering the factors that prevent
 25

them from performing their role properly is a good indicator of the interest of a

generation of students who contribute to the advancement of society.

Theoretical Framework

This study is anchored to the theory of Wiles (2012) Acquired Needs

Theory. This theory states that every person has the same needs, but each

individual prioritizes them differently. The theory identifies three needs:

achievement, power and affiliation. The need for achievement is the desire to do

well at a task, the need for power demonstrates itself through influence over

other people, and the need for affiliation is the yearning for meaningful

relationships. Management needs to identify each person's first priority need and

adjust the working situation accordingly to optimize each person's performance.

For example, if an employee is motivated to do well, you could inspire him by

providing stretch goals.

Conceptual Framework

Figure 1 shows the conceptual framework of the study. The input

concentrates on the supervision and performance efficiency of newly criminology

interns of RMMC-MI while the output is the proposed enhancement plan.

This means that the proposed enhancement plan depends on the

supervision and performance efficiency of newly criminology interns of RMMC-

MI.

Input

Supervision and
Performance Efficiency of
Newly Criminology Interns
of RMMC-MI
 26

Enhancement Plan

Output
Figure 1. Conceptual Framework of the Study
Significance of the Study

This research would be beneficial to the following:

School Administrators. This study may help them in knowing the

outcomes the supervision to the performance efficiency of the students. It also

gives them idea in making a reference to enhance the performance efficiency of

the students.

Criminology Intern Unit. This will help them in determining the level of

performance efficiency of the criminology interns. Furthermore, in this it will

enhance their skills on supervising the students.

Criminology Instructors. In this research, they may able to enhance the

level of teaching competence to taught their students the importance of efficiency

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to their performance. Moreover, in this study will be a reference in making an

assessment plan to improve their supervision to the students.

Criminology Students. This study this will be a future reference that may

used when they become interns. It also helps them to identify the importance or

outcomes of the supervision of the teachers to their performance efficiency.

Researcher. This study will help them with the different supervision and

performance efficiency of newly criminology interns. Furthermore, this may also

help them in enhancing their skills in better understanding on leadership

capabilities of the criminology interns.

Future Researcher. This will be considered as a reference for future

studies related to it.

Definition of Terms

The following terms are defined conceptually and operationally for better

understanding of the readers.

Newly Criminology Interns. Conceptually, it refers to the learning

experience involving work in a criminal justice or criminological setting (Hall,

2020). Operationally, it refers to the 4 th year Criminology Students that undergo

on-the-job training and presently enrolled in the school year 2022-2023.

RMMC-MI. Conceptually, it refers to a private and non-sectarian Higher

Educational Institution that has been serving the community of SOCSKSARGEN

region, the nearby provinces and the whole Mindanao (RMMC Handbook, 2010).
 28

Operationally, it refers to a privately-owned non-sectarian college school located

at Arellano St.,Prk. Waling-Waling, Barangay Zone II in the City of Koronadal.

Proposed Enhancement Plan. Conceptually, it refers to a valuable tool

for gathering information pertaining to teaching style, instructional strategies

utilized (Webster Dictionary, 2015). Operationally it refers to plan that enhance

performance efficiency of Criminology Interns.

Supervision. Conceptually, it refers to the action of supervising someone

or something (Webster Dictionary, 2015). Operationally, it refers to the

supervision of the teachers to the criminology interns.

Performance Efficiency. Conceptually, it refers on how effectively a

machine or system can achieve its goal, while efficiency is how much resources

are used to achieve that goal (Oxford Dictionary, 2015). Operationally, it refers to

the acceptable range of performance for a Performance Indicator or a Service

Volume.
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Chapter II

METHODOLOGY

This chapter presents the research design, locale of the study, research

instrument, respondents and sampling used, data gathering procedure and

statistical treatment of data.

Research Design

This study will use the descriptive survey method of research because its

main purpose is to describe the supervision and performance efficiency of newly

criminology interns of RMMC-MI as basis for proposed enhancement plan.

According to Cowlard (2013), descriptive research was used to describe

characteristics of a population or phenomenon being studied. It does not answer

 30

questions about how/when/why the characteristics occurred rather it addresses

the "what" question. The characteristics used to describe the situation or

populations are usually some kinds of categorical scheme also known as

descriptive categories.

Research Locale

This study will be conducted at Criminology Program of Ramon

Magsaysay Memorial Colleges – Marbel Inc. (RMMC-M.I.). A privately-owned

non-sectarian college school located at Arellano St.,Prk. Waling-Waling,

Barangay Zone II in the City of Koronadal. RMMC-M.I., is a private and non-

sectarian Higher Educational Institution that has been serving the community of

SOCSKSARGEN region, the nearby provinces and the whole Mindanao.

Population and Sample

The respondents will be the forty-five (45) Criminology Interns of Ramon

Magsaysay Memorial Colleges, Marbel Inc., in Koronadal City. They will be

chosen through complete enumeration.

According to Benette (2021), Random Sampling was a part of the sampling

technique in which each sample had an equal probability of being chosen. A

sample chosen randomly is meant to be an unbiased representation of the total

population. If for some reasons, the sample does not represent the population,

the variation is called a sampling error.

Research Instrument
 31

The researcher will use a questionnaire in this study. It consisted of

questions to describe the supervision and performance efficiency of newly

criminology interns of RMMC-MI. The questionnaires will be validated by three

(3) expert evaluators.

The first part pertained to the demographic profile of the respondents in

terms of age and gender.

Part II is about the supervision and performance efficiency of newly

criminology interns of RMMC-MI. The following will be using the Likert scales

used: 5 – Strongly Agree, 4 – Agree, 3 – Agree or Disagree, 2 – Disagree, and 1

– Strongly Disagree.

Data Collection

The researcher will observe the following procedures in data gathering:

Asking permission to conduct study. The researcher will write a letter to

the Criminology Intern Unit Coordinator and to the respondents to conduct and

gather some information.

Distribution of Questionnaires. After the approval of the request letter,

the researcher will personally distribute the survey questionnaire to the

respondent.

Retrieval of Questionnaire. The researcher will personally retrieve the

questionnaires as soon as the respondents finished answering.

Tallying and Collaboration of Data. At this stage, the researcher will tally

and combined the summarized gathered data.

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Statistical Tools

The researcher used the following statistical tools;

To describe the demographic profile of the respondents, frequency counts

and percentage will be used.

To determine the supervision and performance efficiency of newly

criminology interns of RMMC-MI, mean will be used

Ethical Considerations

Throughout the research procedure, ethical standards are adhered to.

Both the responders’ identities and their personal information may keep strictly

confidential at all times. The researcher made certain that they interacted with

respondents in a proper and respectful manner, that they did not intrude on their

privacy without their explicit permission, that they did not affect or cause any

harm to their emotions. All the data obtained from them properly.

SUPERVISION AND PERFORMANCE EFFICIENCY OF NEWLY

CRIMINOLOGY INTERNS OF RMMC-MI: BASIS FOR
PROPOSED ENHANCEMENT PLAN

General Direction: Please answer honestly the following questions. Rest

assured your answer will be treated with high confidentiality. Please answer the
question by checking the corresponding plate or box that best fit your answer.

Part I. Profile of the Respondents

1.1 Age 1.2 Sex

_____ 20 - 21 _____Male
 33

_____ 22 - 23 _____Female

_____ 24 – 25

_____ 26 and above

Part II. Supervision Among Newly Criminology Interns of RMMC-MI.

Legend:
4 – Highly Supervised
3 – Supervised
2 – Sometimes Supervised
1 – Not Supervised

Direction: Please put a check on the box that corresponds to your best answer.

Items 4 3 2 1

The Criminology Interns Supervised by:

1. Receive on-the-job exposure to the field and practical

experience within criminal justice professions in the areas of
 34

policing, law and courts, corrections, research, community

programs, and youth mentoring.

2. To analyze and evaluate the selected agency critically in

relation to the practices of the selected agency.

3. Experience the activities and functions of professionals in one’s

field of interest.

4. Apply knowledge and skills learned in the classroom in a

professional setting.

5. Develop and refine verbal and written communication skills.

6. To critically analyze and evaluate the selected agency in

relation to their own personal, educational, and career goals.

7. Provide an opportunity to observe first-hand, issues confronting

the selected agency, which can be address by developing
problem-solving skills.

Reference: DEPARTMENT OF CRIMINOLOGY AND JUSTICE STUDIES

INTERNSHIP AND FIELD EXPERIENCE SEMINAR HANDBOOK (2020).

Part III. Performance efficiency Among Newly Criminology Interns of RMMC-MI.

Legend:
4 – Highly Efficient
3 – Efficient
2 – Sometimes Efficient
1 – Not Efficient

Direction: Please put a check on the box that corresponds to your best answer.

Items 4 3 2 1

1. Cooperates willingly and fits easily with the group.

2. Shows interest and pride in his/her tasks.

3. Has an exceptional sense of duty and can be depended upon

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to do a good job.

4. Recognizes the authority and responsibilities of his/her

superiors and provide support services.

5. Takes initiative to update one’s technical and non-technical

knowledge and skills.

6. Delivers promptly assigned tasks/responsibilities.

7. Performs assigned tasks with minimum supervision

8. Willingly accepts work assignment/responsibilities.

9. Delivers assigned tasks within acceptable quality.

10. Exhibits ability to function well under pressure

Reference: David Lewis, Ph.D. (2009). Performance Efficiency: A Metric and

Research Methodology for Task Analysis.