Factors and Challenges Influencing the Criminologist Licensure Examination Performance in Central Bicol State University of Agriculture, Sipocot, Camarines Sur
DOI:
https://doi.org/10.65339/ijsis.V1.I2.84Keywords:
Academic Preparedness, Home Environment, Institutional Support, Licensure Examination Performance, Social Pressure, Review PracticesAbstract
This study examined the factors and challenges associated with the Criminologist Licensure Examination (CLE) performance of Bachelor of Science in Criminology graduates of Central Bicol State University of Agriculture–Sipocot Campus from 2021 to 2024. Guided by an Input–Process–Output perspective and Self-Regulated Learning, the study employed descriptive-survey and correlational research designs. From a population of 480 criminology graduates, 181 respondents were selected through simple random sampling. Data were gathered using a validated questionnaire supplemented by unstructured interviews and documentary analysis and were analyzed using percentage, weighted mean, Pearson’s product-moment correlation, and coefficient of determination. CLE performance remained generally below the national passing rate from 2021 to 2023 but improved substantially in 2024, when institutional passing rates reached 53.06% and 55.10% in the two examination periods. Among the perceived success factors, study and review practices obtained the highest mean (3.40), followed by academic preparedness (3.35) and institutional support (3.28). Social pressure was the most frequently encountered challenge (3.19), followed by home environment (2.87) and lack of preparedness (2.82). Academic preparedness showed a very strong positive and statistically significant relationship with CLE performance (r = .979, p = .021), whereas lack of preparedness demonstrated a very strong negative and statistically significant relationship (r = −.983, p = .017). Study and review practices, institutional support, social pressure, and home environment were not significantly related to CLE performance. The findings emphasize the importance of strengthening academic readiness and addressing preparation gaps through curriculum review, diagnostic and mock examinations, structured review activities, academic monitoring, mentoring, and student support under the proposed Empowering Criminology Graduates Through Strategic Review Excellence program. The study supports Sustainable Development Goal 4 on Quality Education by promoting competency development and professional readiness and contributes to Sustainable Development Goal 16 on Peace, Justice and Strong Institutions by supporting the preparation of competent future criminology professionals. Its sustainability impact lies in strengthening evidence-based academic systems, continuous institutional quality improvement, and the long-term development of qualified professionals for public safety and justice institutions.
References
Agabon, L. C., & Allanic, E. A. (2025). Criminology graduates’ motivation and mindset: Key factors driving success in board examination. Mediterranean Journal of Basic and Applied Sciences, 9(2), 144–157. https://doi.org/10.46382/mjbas.2025.9213 DOI: https://doi.org/10.46382/MJBAS.2025.9213
Albina, A. C., Balasabas, J. Y., Laquinon, B. J. I., Pampilo, M. H., & Caballero, L. J. (2022). Factors and challenges influencing the Criminologist Licensure Examination performance through the non-passers’ lens. European Journal of Educational Research, 11(1), 365–380. https://doi.org/10.12973/eu-jer.11.1.365 DOI: https://doi.org/10.12973/eu-jer.11.1.365
Alhifany, A. A., Almalki, F. A., Alatawi, Y., Basindowh, L. A., Almajnoni, S. S., Elrggal, M. E., Alotaibi, A. M. F., Almarzoky Abuhussain, S. S., & Almangour, T. A. (2020). Association between graduates’ factors and success rate on the Saudi Pharmacist Licensure Examination: A single-institution cross-sectional study. Saudi Pharmaceutical Journal, 28(12), 1830–1833. https://doi.org/10.1016/j.jsps.2020.11.009 DOI: https://doi.org/10.1016/j.jsps.2020.11.009
Almotairy, M. M., Innab, A., Alqahtani, N., Nahari, A., Alghamdi, R., Moafa, H., & Alshael, D. (2023). Comprehensive licensure review and adaptive quizzing assignments for enhancement of end-of-programme exit examination scores in Saudi Arabia: A quasi-experimental study. BMJ Open, 13(7), e074469. https://doi.org/10.1136/bmjopen-2023-074469 DOI: https://doi.org/10.1136/bmjopen-2023-074469
Amanonce, J. T., & Maramag, A. M. (2020). Licensure examination performance and academic achievement of teacher education graduates. International Journal of Evaluation and Research in Education, 9(3), 510–516. https://doi.org/10.11591/ijere.v9i3.20614 DOI: https://doi.org/10.11591/ijere.v9i3.20614
Bangaysiso, J. K. V., Sabijon, D. F., Sayson, Y. C., Sagayno, R. C., Pioquinto, P. V., & Nillama, V. R. A. (2024). Thorns of failures: Views of non-passers of criminology board examination. International Journal of Law and Politics Studies, 6(3), 78–94. https://doi.org/10.32996/ijlps.2024.6.3.7 DOI: https://doi.org/10.32996/ijlps.2024.6.3.7
Barreda, M. B. (2022). Academic performance of criminology graduates and its impact on the licensure examination for criminologists. International Journal of Innovative Science and Research Technology, 7(5), 659–668. https://doi.org/10.5281/zenodo.6614390
Barreda, M. B., & Barreda, A. B. (2023). Results of Criminologist Licensure Examination (CLE): A baseline study of Solis Institute of Technology Bulan Sorsogon, Philippines. Zenodo. https://doi.org/10.5281/zenodo.7758403
Bosito, R. R. (2025). Unlocking the path to success: Exploring the experiences of criminology graduates in licensure examination. Technium Social Sciences Journal, 69, 191–214. https://doi.org/10.47577/tssj.v69i1.12579 DOI: https://doi.org/10.47577/tssj.v69i1.12579
Camañero, R. T., Berico, A. M., & Tan, D. A. (2024). Predictors of licensure examination performance of bachelor’s in education graduates of a community college in Bukidnon, Philippines. International Journal of Research and Innovation in Social Science, 8(10), 821–831. https://doi.org/10.47772/IJRISS.2024.8100067 DOI: https://doi.org/10.47772/IJRISS.2024.8100067
Commission on Higher Education. (2018). Policies, standards and guidelines for the Bachelor of Science in Criminology (BS Criminology) program (CHED Memorandum Order No. 5, s. 2018).
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Espartero, J. R. E. (2022). Factors that influenced and problems encountered in the Criminologist Licensure Examination. International Journal of Innovative Science and Research Technology, 7(5), 889–893. https://doi.org/10.5281/zenodo.6658857
Eulogio, J. B. M., Longakit, S. O., Flor, M. J. M., & Sabanal, J. A. (2025). Lived experiences of student-parents in passing the Criminologist Licensure Examination: An application of achievement motivation theory. European Journal of Social Sciences Studies, 11(1), 142–161. https://doi.org/10.46827/ejsss.v11i1.1954 DOI: https://doi.org/10.46827/ejsss.v11i1.1954
Fiscal, R. R., & Roman, A. G. (2022). Pre-licensure examination as predictor of licensure examination for teachers result. International Journal of Evaluation and Research in Education, 11(1), 136–142. https://doi.org/10.11591/ijere.v11i1.22133 DOI: https://doi.org/10.11591/ijere.v11i1.22133
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.
Garcia, G. L., Moral, M., Rocete, A. R., Ilagan, M., Cabido, J. C., Escueta, H. G., Novilla, K. J., & Retone, L. (2023). Influence of social pressures on the academic performance of HUMSS students at NU-Nazareth. Edukasiana: Jurnal Inovasi Pendidikan, 3(1), 57–87. https://doi.org/10.56916/ejip.v3i1.496 DOI: https://doi.org/10.56916/ejip.v3i1.496
Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
Guardario, L. B., Bucio, C. J. M., Garocho, L. K. B., & Caballo, J. H. S. (2024). Social support and expectancy as predictors of licensure examination success among professional teachers. American Journal of Education and Technology, 3(4), 24–44. https://doi.org/10.54536/ajet.v3i4.3416 DOI: https://doi.org/10.54536/ajet.v3i4.3416
Madayag, R. A., Mallari, M. F. M., Dizon, D. S., Mangibin, R. A. P., Yumang, J. S., Mallari, J. D., Tanhueco, M. C. M., Lozano, D. A. A., & Fernandez, Z. S. (2024). A mixed methods study on character traits of nursing students and faculty influencing a 100% passing rate in the Nursing Licensure Exam in the Philippines. Cureus, 16(9), e69911. https://doi.org/10.7759/cureus.69911 DOI: https://doi.org/10.7759/cureus.69911
Manuel, R. B., Jr., & Paglinawan, J. L. (2025). Breaking barriers: Issues encountered by criminology students in science-related subjects. International Journal of Research and Innovation in Applied Science, 10(5), 474–482. https://doi.org/10.51584/IJRIAS.2025.100500043 DOI: https://doi.org/10.51584/IJRIAS.2025.100500043
Molina, F. A., Olegario, K. C. A., & Baluyos, G. R. (2024). The untold stories of graduate student’s preparation for LET: A phenomenological study. International Journal of Research and Innovation in Social Science, 8(10), 1582–1598. https://doi.org/10.47772/IJRISS.2024.8100138 DOI: https://doi.org/10.47772/IJRISS.2024.8100138
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422 DOI: https://doi.org/10.3389/fpsyg.2017.00422
Pangngay, J. J., Merza, C. A. R., & Almojuela, M. L. R. (2023). Academic predictors of performance in the Board Licensure Examination for Psychometricians. Philippine Social Science Journal, 6(1), 74–84. https://doi.org/10.52006/main.v6i1.633 DOI: https://doi.org/10.52006/main.v6i1.633
Patalinghug, M. E., Morrok, A. P., & Gilaga, B. G. (2023). Criminal justice education quality assurance and program standard: Implications from a case study of SUCs evaluation reports. Jurnal Pendidikan Progresif, 13(2), 493–507. https://doi.org/10.23960/jpp.v13.i2.202326 DOI: https://doi.org/10.23960/jpp.v13.i2.202326
Professional Regulation Commission. (2024, August 22). July 2024 Licensure Examination for Criminologists results released in fourteen (14) working days.
Quinco-Cadosales, M. N., Sanchez, J. M. P., Cordova, M. E. V., Merin, J. A., & Augusto, W. (2023). Exploring the predictive influence of licensure examination results for beginning teachers’ performance: The case of the Philippines. Frontiers in Education, 8, 1252368. https://doi.org/10.3389/feduc.2023.1252368 DOI: https://doi.org/10.3389/feduc.2023.1252368
Republic Act No. 11131. (2018). Philippine Criminology Profession Act of 2018. Official Gazette of the Republic of the Philippines.
Robiños, J. R. O., Camilon, R. B., & Sagudo, F., Jr. (2024). Career trajectory: A longitudinal analysis of criminology graduates’ attributes and professional success in a private HEI. Journal of Interdisciplinary Perspectives, 2(8), 630–636. https://doi.org/10.69569/jip.2024.0325 DOI: https://doi.org/10.69569/jip.2024.0325
Sande, K. C., Seballos, R. A., Villanueva, V. M., Maldepeña, K. M. V., & Cuevas, J. F., Jr. (2026). Combating challenges of becoming a registered criminologist: A case study. Mediterranean Journal of Basic and Applied Sciences, 10(1), 132–147. https://doi.org/10.46382/mjbas.2026.10109 DOI: https://doi.org/10.46382/mjbas.202610109
Sawey-Ognayon, G. B., & Afalla, B. T. (2022). Admission criteria as predictors of licensure performances among graduates of a state university in the Philippine Cordillera Administrative Region. Academic Journal of Interdisciplinary Studies, 11(6), 147–163. https://doi.org/10.36941/ajis-2022-0157 DOI: https://doi.org/10.36941/ajis-2022-0157
Suarez, J. K. D., Greganda, A. K. M., Pastidio, S. E., Delizo, K. M., Cresencio, M. A., & Magcalas, M. G. (2025). Effectiveness of mock board examination in enhancing academic preparedness for LECPA of fourth-year accountancy students at Laguna University. International Journal of Research Publications, 170(1), 262–276. https://doi.org/10.47119/IJRP1001701420257793 DOI: https://doi.org/10.47119/IJRP1001701420257793
Villaflores, M. G. M. (2023). Level of preparedness and confidence of graduating education students to licensure examination. Journal of Tertiary Education and Learning, 1(1), 1–8. https://doi.org/10.54536/jse.v1i1.1513 DOI: https://doi.org/10.54536/jse.v1i1.1513
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Mayene N. Sevilla (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
