DIGOL-PPT-THESIS-200.pptx crim presentation

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1. GENDER-ROLE OF CRIMINOLOGY STUDENTS: BASIS FOR INTERVENTION PROGRAM ELDEN VILASIS St. John Paul II College of Davao Ecoland Drive, Matina , Davao City

2. INTRODUCTION Terpstra et al. (2019) Community engagement plays a vital role in the academic and personal development of criminology students. It serves as a bridge between theoretical knowledge and practical application, offering students the opportunity to actively participate in initiatives that address real-life criminal justice issues. (Bullock and Sindall;2020) stated that the community engagement fosters social responsibility, civic awareness, and a deeper understanding of the societal impact of crime and justice policies. Community-based solutions ( MacQueen , et al., 2021) Through service learning, internships, outreach programs, and partnerships with law enforcement and local organizations, students not only gain practical experience but also develop empathy and ethical responsibility ( Haridakis and Rubin, 2019. Lam et al.

3. INTRODUCTION (2018) emphasizes that such involvement enhances students’ communication skills, cultural competence, and understanding of marginalized populations. Furthermore, it promotes collaboration between academic institutions and communities, fostering mutual growth and trust. Research gap on community engagement in criminology focused on students through intervention schemes is growing literature on community engagement and criminology, there is a lack of empirical studies focusing on the effectiveness of community-based intervention schemes targeted specifically at students. Most existing research tends to explore general youth populations or at-risk groups, overlooking the distinct needs, behaviors, and responses of student populations within educational settings. Furthermore, there is limited understanding of how criminology-informed engagement strategies influence students’ perceptions of crime, their civic responsibility, and their involvement in crime prevention efforts.

4. RESEARCH OBJECTIVES To describe the level of community engagement of criminology students; To test the significant difference on the level of community engagement of criminology students when analyzed by gender; To formulate an intervention program based from the findings of the study.

5. CONCEPTUAL FAMEWORK COMMUNITY ENGAGEMENT SEX I NTERVENTIONSCHEME Main Variable Moderator Variable Output Variable

6. THEORY This theory is anchored on theory of active involvement by Kathrynh 2012. In this theory it is a context of student community engagement, TAI suggests that when students actively participate in designing and implementing community projects — such as service-learning initiatives or awareness campaigns — they are more likely to develop a deeper understanding of community issues, enhance their problem-solving skills, and demonstrate sustained commitment to civic responsibilities. Engaging individuals — particularly adolescents — in active, reflective participation within interventions leads to meaningful cognitive and behavioral changes. By involving participants in planning or producing messages (such as anti-risk campaigns), they undergo a process of self-reflection and perspectivetaking , which fosters self-regulation and promotes behavior change Kathryn Greene (2012).

7. METHOD Non-Experimental Quantitative Research Design using Descriptive Comparative Analysis Stratified Sampling (100 Criminology Students) Survey Questionnaire ( Escovedo, L. (2020). Mean and Standard Deviation and One-way Analysis of Variance ( ANOVA) Test

8. RESULTS AND DISCUSSIONS Table 1 LEVEL OF COMMUNITY ENGAGEMENT OFCRIMINOLOGY STUDENTS

9. RESULTS AND DISCUSSIONS Table 2 Significance of the Difference of the Level of gender-role when analyzed by year level Significant @ .05 Level of Significance

10. RESULTS AND DISCUSSIONS Table 3 A Community Engagements Intervention Scheme for Criminology

11. RECOMMENDATION 1.) To address the high level of community engagement, criminology students are encouraged to actively engage in seminars, workshops, group discussions, and relevant reading materials. These activities will help them develop a deeper, more practical understanding of the psychological and social factors that influence criminal behavior. 2.) To take into account differences in knowledge by sex, educators and program facilitators should design learning activities that are inclusive and sensitive to these differences. By tailoring approaches to meet the needs of all students, participation, understanding, and retention of knowledge can be improved.

12. RECOMMENDATION 3.) To make the most of the Special Study Scheme, students and institutions should fully embrace its structured activities, including debates, role-playing exercises, digital safety workshops, and group discussions. These experiences allow students to apply theoretical knowledge in real-world contexts, build critical thinking and empathy, and develop the moral and social skills necessary to make responsible decisions. 4 .) To future researchers, it is recommended that they explore other variables and involve a wider population to gain a more comprehensive understanding of the factors influencing community engagement and attitudes about intervention schemes. They may also consider employing different research methodologies, such as longitudinal studies or experimental designs, to validate and expand on the findings of this study. Additionally, replicating this research in different cultural or institutional settings could provide valuable insights that support the development of more effective and evidence-based intervention programs.

13. My Warm Best Regards to All of You… Have a NICE day!