Civitas 360

The Motivations Behind Criminology Academe

Danielle Spontak — Fri, 13 May 2022 04:50:40 +0000

In every profession, motivation is a keystone ingredient for producing exceptional output and fulfilled employees. When we enjoy our work and find it meaningful for both ourselves and others, we strive to achieve more. Another crucial aspect is that our work provides enough financial support to address not only necessities but an agreeable lifestyle as well. For the field of teaching, it is especially important to assess what instructors require to meet their motivational needs because of how influential and vital they are to perpetuate a healthy community. Without good teachers, the next generation misses out on guidance, useful knowledge, and emotional support through their educational journey. Professors have a highly demanding job with a great deal of expectations from students, parents, and the university. Unfortunately, when a professor faces repetitive and avoidable frustrations, a depression is likely to occur and affect the quality of their performance, which in turn affects students.

Sir Bimboy Cueno undertook an extensive research study throughout four cities of Negros Oriental where schools offer criminology programs. He wanted to determine whether or not the motivational needs were being met for criminology professors and which factors influenced them. In his abstract, several “criminologist professors (especially those in part-time and probationary statuses) faced low salary grade, delayed monthly wages, unjustifiable policies, insecurity of tenure, and a lack of necessary amenities to augment an efficient working environment.” These unacceptable dynamics have led to a shortage in qualified criminology instructors due to the fact that most criminology graduates elect to join a police force instead of academe. Furthermore, “Criminologists in the teaching profession also often experienced problems attaining regular/tenured employment status” and “argue that their existing salary structure, benefits and working conditions do not satisfy their basic needs.” Sir Bimboy surveyed criminologist professors that were not connected to any private job nor have any part of the PNP, AFP, Bureau of Jail Management and Penology, Bureau of Fire Protection, or any law enforcement agency.

In order to determine a correlation between motivational needs being met and what factors contribute to said needs, Sir Bimboy created a questionnaire that consisted of two parts; the first consisted of personal information (e.g. gender, age, marital status, highest educational attainment, years in service, trainings/seminars attended, and employment status) whereas the second asked respondents the degree of motivation in several areas. These areas included growth and advancement, the work itself, responsibilities, achievements, recognitions, and financial aspects of salary, honorariums, and other benefits. Naturally all participants received complete anonymity and confidentiality with their answers.

Contrary to what Sir Bimboy was led to believe, the results in his research was counter-intuitive. The majority of criminology professors turned out to be male, married, and between the ages of 30-39 with masters degrees. They were somewhere between their sixth and tenth year of service on a tenure track. As it turned out, most professors reported a very high degree of motivation for learning new skills, advancing their occupational specialty, and promoting personal and professional growth. “Completing a job, solving problems, and seeing the results of one’s efforts” are pivotal characteristics required to nurture the motivation within a criminology professor. And of course, money talks. The more satisfied a professor is with their salary, the better their work performance becomes. There was a slight relationship between age and motivation as well; however, this result requires more research to garner why this is.

It was an eye-opening and uplifting outcome to see that many criminology professors’ motivational needs are being met despite current circumstances. We want what’s best for our students that will one day protect our community and country as well as keep the peace. Universities across the nation must prioritize the needs of their professors in order to maintain assurance of a high quality education. As Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world.” Taking care of our criminology professors means taking care of our country’s harmony.

The Modified Dynamic Learning Program, Does It Work?

Danielle Spontak — Fri, 13 May 2022 04:49:47 +0000

The Modified Dynamic Learning Program (MDLP) was created by Christopher Bernido and Maria Victoria Bernido in the hopes of improving the learning experience as a whole for students. They wanted to enhance content presentation, improve learning activities, and expand intrinsic motivation within students as a whole. In 2010, they received the prestigious Ramon Magsaysay Award for their efforts in education. In an effort to understand its application and effects upon students in this day and age, FU graduate student Winessa C. Flores studied its results on the subject analytic geometry at Dumaguete Science High School. This field drew her attention due to a global study conducted in 2018 amongst 79 countries, revealing mathematical performance in students far and wide. The Philippines placed in the low 70s, spurring teachers to question how they can improve their students’ knowledge, retention, and application in mathematics. The Department of Education has issued guidelines to reduce student drop out, increase participation, and provide assistance for instruction so that teachers may foster an inspirational learning environment.

Flores’ correlational study was non-experimental research that assessed the statistical relationship between two measured variables. The two variables in question for this particular study were the perception of students of the MLDP and their performance in terms of cognitive and psychomotor skills. Dumaguete Science High School had 103 students for the study, split into three factions based on academic averages. It’s a school that meets every educational standard: electricity, water supplies, internet connection, an air-conditioned library, and one computer lab. Every student passed qualifying exams in Grade 7 to become a part of the study, which assessed Grade 9 analytic geometry. The MDLP was implemented to promote a student-driven setting built around clear learning targets and aided by well-designed lesson plans. Students had the opportunity to discuss new subject matter before provided worksheets and then teachers immediately checked their answers so students could review their mistakes easily. Classes were held three times a week with occasional interruptions, and the worksheets were validated by other qualified math instructors. Since this study was conducted over the pandemic, classes were also online, consequently making internet connection another variable in this study. The MDLP strives to decrease teacher supervision and participation to allow for more student action.

Overall, the perception of students in terms of content presentation ranged from agreeing to strongly agreeing that the MDLP has a clear set of learning objectives with clearly presented appealing illustrations. Additionally, learning materials showed connections between concepts, content was summarized succinctly and efficiently, and instructions were comprehensive. For the actual learning activities, students were also in strong agreement that tasks began with easier ones before progressing to harder problems, questions guided them into concept acquisition, the examples were simple to follow, and assigned activities made students more comfortable with learning mathematics. The last portion of the study surveyed students’ perception of the motivational angle, leading to high to very high results of feeling prepared, motivated to use other related references through different activities, and improved interest and participation. The MDLP helped deepen an appreciation for mathematics and its application to real world situations through authentic problems, meaning the content was highly relevant to the lives of the students. Once students had their academic performance tested, many scored outstanding grades (90-100%) for both their written work and psychomotor skills development. Due to the fact that students’ perception versus their performance aligned and there wasn’t much of a difference, Flores determined a weak relationship for content presentation, learning activities, and motivational effects from MDLP. Students notice a clear set of learning objectives the most, as well as the progression of difficulty and appreciation for mathematical application. One interesting result was that females were often more curious, more motivated, and more positive towards math than males, but they both performed the same during assessment. What Flores has gleaned from the study is the importance of concise learning objectives because they help direct students towards a clear purpose, focusing them in their learning endeavors. Worksheets must be explicit with clear directions and lessons summarize should preview the next lesson to encourage curiosity. Lastly, students create mathematical knowledge when engaged in interpreting and applying lessons to genuine situations. A lack of confidence in math will cause a lack of success in the subject. When math is taught the right way, students excel through their own motivation and potential.

Mathematics Modules in Siquijor

Danielle Spontak — Fri, 13 May 2022 04:46:45 +0000

The pandemic gripped the world for two years, endangering education for a vast amount of students when face-to-face classes were halted. Since the education sector was highly affected, it underwent some of the most change we witnessed from 2020 onward. Society will always need education no matter the calamity; education provides the tool set we need for an ever-changing world. Secretary Briones of the Department of Education called for distance learning with a blended approach, much to the approval from multiple senators. What arose was “modular learning”, printed materials distributed to households from teachers or governmental officials when students did not have access to the Internet for online classes. Many neglected, poverty-stricken, and vulnerable students in the Philippines were at risk for being left behind due to the impossibility of Internet subscription costs; however, modular learning became the answer. As a whole, the information communication technology infrastructure is still struggling to keep up with more developed nations despite its continuous growth. Connectivity has low speeds or shortages of bandwidth, and software and technology can be quite expensive. Throughout the Philippines, families that could afford the demands of going online struggled to retain a consistent connection. Teachers came up with modules around the nation that were self-contained and self-instructional to address each student’s needs, including their pacing and academic levels.

FU graduate student Jennyvie A. Van Rozelaar assembled a mathematics module for Grade 7 students at Banban National High School in Siquijor due to the fact that it’s the most difficult subject for students to grasp. Its curriculum revolves around sets, addition/subtraction/multiplication/division of integers, forms of rational numbers, arranging real numbers in increasing and decreasing order on a number line, and the representation of real life situations. It was Rosezlaar’s mission to develop and deliver resources to provide direct support for the students as well as to determine their effect on their academic performance. Her module drew on engaging prior knowledge to connect with new information and avoided anything non-essential. Needless to say, her diagrams were useful for students to grasp new material, plus the activities had clear instructions and they did not take up too much time. One of the goals of the module was to have students come up with alternative ways of solving problems and establish similarities to improve their performance.

Rozelaar presented her module to an advisor for feedback and upon revision, it was cleared by three experts using criteria in the evaluation of instructional materials, adapted from The Effects of Self-Made Workbook in Differential Calculus in the Performance of the Students (Dolino, 2014). At FU, she distributed her module to 15 students that were enrolled in Algebra. Exams were given to identify the index of discrimination and an index of difficulty; any defective area of the module was either removed or fixed. Students’ scores ranged from satisfactory to outstanding on the pretest except for comprehension of real life situation problems, which did not meet expectations. This was before receiving any modular material. After studying Rozelaar’s module for mathematics, their posttest scores jumped to outstanding for most of the mathematical areas. Students received satisfactory grades for understanding real world situations too. While it may seem that Rozelaar’s self-made module is effective in improving students’ academic performance, we must consider that students could have asked for help from family members, browsed the Internet for more examples, etc. Either way, there is a significant relationship between performance of the evaluations, and multiple studies have also concluded that modules promote better math comprehension. What we can glean from Rozelaar’s research is the importance of instructional materials when it comes to comprehending difficult math subjects. The better the modular package, the better a student performs. Teachers can take to heart just how much their lesson planning matters, whether it’s in the classroom, online, or in an educational, modular package.

Do You Have Math Anxiety?

Danielle Spontak — Fri, 13 May 2022 04:45:54 +0000

Mathematics anxiety, maybe just reading the word mathematics is giving you anxiety. Flashbacks of not knowing the answer, of seeing unsolvable symbols that seem alien, of cringing at lots of red ink on a test – mathematics is a subject that tends to elicit feelings of unease. Due to this issue’s theme on learning, it seems only appropriate to highlight a captivating research study from 2015 conducted by students in the College of Arts and Sciences. M. Futalan, J. Silorio, and M. Lumagas sought to discover the ramifications of anxiety on learners discovering the field of mathematics. There tends to be a stark contrast between people these days when it comes to numbers: either you can do math or you can’t (or you think you can’t). But where does this self-prejudice develop and why does it occur? It can range from elementary school to high school but somewhere along the road, students often lose faith in their ability to calculate on their journey into math.

Futalan, Silorio, and Lumagas assessed 53 students in a required Algebra course for many different departments. They were determined to see if there was a correlation between gender and private versus public high school graduate status in regard to mathematical performance as well. Additionally, different levels of anxiety were addressed, from slight to moderate, to slightly high, to high. In order to gauge how pupils felt about their courseware material, they answered a notorious questionnaire by Ellen Freedman, Do You Have Math Anxiety? A Self-Test. It’s a free online test made available for everyone, so if you’re curious about your own math anxiety, give it a go! FU’s three researchers had the questionnaire evaluated by Filipino instructors for validity and relevancy since it was a foreign survey before proceeding to a group control study; exactly 30 students were selected to verify the internal consistency of the questionnaire. For the actual experiment, the majority of the participants were female public high school graduates. They assigned degrees of mathematical anxiety to statements such as, “I cringe when I have to go to Mathematics Class” or “I am afraid to ask questions in Mathematics Class”. The results indicated that almost half (47%) of students manifest mathematical anxiety and less then 10% show an interest in the subject at all, let alone potentially a career. This poses a huge challenge for math teachers because when students carry notions that math is difficult to learn, they tend to build a mental block against absorbing the material. While several students exhibit anxiety, it is to a moderate level. It increases to a “slightly high” status when they perceive that the course will become more complex in the future. Students only tend to “slightly agree” when it comes to understanding a discussion in class.

Futalan, Silorio, and Lumagas discovered that there isn’t a relationship on gender and mathematical performance; the popular notion that men are smarter than women in math is untrue; other studies have steadily shown this as the gender gap closes in education. In 1990, studies showed men performed better but now, results from 2013 show a sense of equality. Approximately 88% of the Algebra students at FU had what was described as “good” academic performance with only 8% failing the course altogether. Interestingly enough, there was a noticeable variation between public and private high school graduates. Public high school graduates have more mathematical anxiety but private high school graduates fear asking for help when a concept is unclear. This may be due to public high schools setting aside extra money for teacher development and periodic curriculum improvements. What tended to cause the most mathematical anxiety was the fear of going to the board and of asking questions. Females tend to be more self-motivated than males but this does not guarantee better performance.

The truth is that mathematical anxiety, like any kind of anxiety, can hinder both applied and basic performance. The higher anxiety, the lower the student’s understanding of mathematics is. Other studies have shown that students may not even attend college if they are embarrassed of their math scores or must take required math classes. It is a matter of reconfiguring academic institutions to provide more support to eradicate mathematical self-doubt in students. Teachers should relate the subject matter back to their pupils, keep discussion to minimal levels that don’t overload students, and attend seminar workshops to expand their awareness on mathematical anxiety. There are techniques teachers can incorporate to prevent and reduce negative feelings within students, and it’s imperative for students to attend seminars that show them how to cope and reduce mathematical anxiety as well. Even guidance counselors can be brought in. Mathematics shouldn’t be an unnerving subject, let alone a scary one. It’s simply a different way of thinking, which can be frightening at first, but nothing a person can’t handle in time. It’s a problem we can solve and it’s one we must so the future of our generations can feel comfortable with mathematics. When people are comfortable with math, they can go much farther than Mars.

If you’re currently a student taking a math class or will be soon and you notice you’re suffering from mathematical anxiety, then start by taking ten deep breaths. Then reach out to who you need to, whether it’s your FU instructor (they’re all supportive and have your back) or a guidance counselor, everyone is here to serve you. And remember, asking for help is more courageous than not.

A Deeper Look at an Inmate’s Journey

Danielle Spontak — Fri, 13 May 2022 04:43:21 +0000

Sir Bimboy Cueno is the dean of the College of Criminology at FU and directs his passion for the field into academic research to better both himself and criminology as a whole. Recently, he undertook an analysis of current attitudes on the effectiveness of the Inmates’ Welfare and Development Program (IWDP) within a jail in the province of Negros Oriental. The phenomenological journey of an inmate has changed rapidly since President Duterte launched the “War on Drugs”, exponentially increasing those with law violation charges to a startling degree. In 2015, the Philippines had approximately 30,5000 inmates but as of 2018, it skyrocketed to over 145,000. The Philippine correction system is ideally meant for around 20,000 prisoners alone. While countries all over the globe seek to rectify their latest correctional philosophies, such as Norway, Nigeria, Ireland, the USA, and Canada, the Philippines has been ranked #1 for overcrowding conditions in the world. Cueno took a deeper look into the livelihood of an inmate suffering from these harsh circumstances perpetuated by a lack of funding. The IWDP receives a budget of about 1.2 million pesos meant to provide minimal necessities (i.e. food and water) for 30,000 inmates; this does not include recreational facilities, uniforms, and other aspects of a decent livelihood. Many people housed in jail develop skin infections, paralysis, hypertension, and a whole host of other illnesses. Cueno states that under the “assumption that criminals can undo criminal behavior, inmate rehabilitation is considerably a ‘shoot-for-the-moon’ ambition of the correction pillar.” We shift from the most rudimentary form of punishment of torture and isolation in correction evolution to the most humane with rehabilitation; this form parallels medical personnel curing disease. Poor behavior that harms society is no different.

The IWDP offered by the Bureau of Jail Management and Penology seeks to provide inmates a chance to train, develop skills, and improve overall livelihood. It has also been understood that religion contributes as a coping resource to how inmates make sense of their circumstances within a district jail. Cueno conducted interviews of participants that had been in the IWDP for at least six months, ones that had endured the 806% overcrowding rate. The district jail assessed was meant for only 15 people. For the study, 21 were selected and briefed beforehand. They underwent intensive interviews and the jail staff were consulted afterwards. The results were then analyzed by experts in the field. In the interviews, inmates offered both textual and structural descriptions. The former revealed their experiences whereas the latter exposed how the context or setting influenced said experiences. Many believed the IWDP was beneficial for their journey through jail because they developed skills, such as creating rugs, which gave the opportunity to seek out a stable job once released. Participation also tended to eliminate negative thoughts that arise from boredom, loneliness, anxiety, and depression. Participants also gained a deeper understanding of their fellow inmates, could exercise more, and advance their reading and writing skills. One expressed his appreciation for learning how to read and write, “At first time I did not know how to read but gradually I learned how to, because they allow us to practice,” and another, “When I was still outside, I was a drunkard. If I will be released someday, my life will no longer be the same. For instance, when I arrive here I did not know how to read. When time comes that I return back to my place, I am proud that I know already how to read.” Having remained at a Grade 4 reading level, they were grateful for their new abilities. In addition to these academic skills, inmates developed their soft skills of respect, humility, patience, and compassion. They began to see imprisonment as a part of God’s plan, giving everything a sense of purpose. Although amenities were always low, the jail administration and staff were often expeditious to sorting out the struggles and demands of its prisoners when it came to medicine, such as Vitamin C supplements. Inmates commented that the jail staff were thoughtful towards their predicament.

Overall, the IWDP efforts demonstrated increased skills, income, focus, and cognitive capabilities for inmates on top of uplifted spiritual reconciliation, physical conditioning maintenance, better personal relationships, and character reformation. It cannot be determined whether or not it’s enough to establish self-sustenance in a life outside of jail though. More research is needed, as well as funds for more regular teachers, amenities, and necessities. Hopefully the Philippines can expand its rehabilitation efforts to make the livelihood of every citizen a happier one, former convicts included.

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Project Dos

mis.developer — Mon, 06 Apr 2020 18:57:02 +0000

his exhibition features all the creative output of the students for the entire 2nd semester of every academic year. Project Dos serves as an application of the students’ understanding of the essentials of focusing the thrust of education to the needs and demands of society and its integration into the social, economic, cultural and environmental aspects of nation building.

How to Create magazine

mis.developer — Fri, 21 Oct 2016 10:22:09 +0000

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Finding Story

mis.developer — Fri, 21 Oct 2016 10:18:18 +0000

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Apalah Artinya

mis.developer — Fri, 21 Oct 2016 10:15:23 +0000

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Stairs of Books

mis.developer — Fri, 21 Oct 2016 10:12:09 +0000

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Drawing Something

mis.developer — Fri, 21 Oct 2016 10:05:15 +0000

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Concept

mis.developer — Fri, 21 Oct 2016 10:03:51 +0000

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Tunnel Books

mis.developer — Fri, 21 Oct 2016 10:02:05 +0000

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Reading Space

mis.developer — Fri, 21 Oct 2016 09:59:21 +0000

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in the Library

mis.developer — Fri, 21 Oct 2016 09:40:09 +0000

Integer consectetur interdum ipsum

Donec at nunc felis. Quisque malesuada, lvitae mollis dui congue non. Curabitur nec ornare nulla. In et leo in nisi feugiat ultricies.

Sed molestie, libero a ornare laoreet

Aenean sem odio, fringilla quis sapien sed, molestie ornare nisl

Sed molestie, libero a ornare laoreet, enim lacus porta turpis, sed suscipit libero ex fringilla nisi. Maecenas sit amet rhoncus eros

Every Morning

mis.developer — Fri, 21 Oct 2016 09:19:59 +0000

Integer consectetur interdum ipsum

Donec at nunc felis. Quisque malesuada, lvitae mollis dui congue non. Curabitur nec ornare nulla. In et leo in nisi feugiat ultricies.

Sed molestie, libero a ornare laoreet

Aenean sem odio, fringilla quis sapien sed, molestie ornare nisl

Sed molestie, libero a ornare laoreet, enim lacus porta turpis, sed suscipit libero ex fringilla nisi. Maecenas sit amet rhoncus eros

Note is ?

mis.developer — Fri, 21 Oct 2016 08:41:05 +0000

Integer consectetur interdum ipsum

Donec at nunc felis. Quisque malesuada, lvitae mollis dui congue non. Curabitur nec ornare nulla. In et leo in nisi feugiat ultricies.

Sed molestie, libero a ornare laoreet

Aenean sem odio, fringilla quis sapien sed, molestie ornare nisl

Sed molestie, libero a ornare laoreet, enim lacus porta turpis, sed suscipit libero ex fringilla nisi. Maecenas sit amet rhoncus eros

Old Man with The Book

mis.developer — Fri, 21 Oct 2016 08:24:19 +0000

Integer consectetur interdum ipsum

Donec at nunc felis. Quisque malesuada, lvitae mollis dui congue non. Curabitur nec ornare nulla. In et leo in nisi feugiat ultricies.

Sed molestie, libero a ornare laoreet

Aenean sem odio, fringilla quis sapien sed, molestie ornare nisl

Sed molestie, libero a ornare laoreet, enim lacus porta turpis, sed suscipit libero ex fringilla nisi. Maecenas sit amet rhoncus eros

Reading in the Jungle

mis.developer — Fri, 21 Oct 2016 08:14:48 +0000

Integer consectetur interdum ipsum

Donec at nunc felis. Quisque malesuada, lvitae mollis dui congue non. Curabitur nec ornare nulla. In et leo in nisi feugiat ultricies.

Sed molestie, libero a ornare laoreet

Aenean sem odio, fringilla quis sapien sed, molestie ornare nisl

Sed molestie, libero a ornare laoreet, enim lacus porta turpis, sed suscipit libero ex fringilla nisi. Maecenas sit amet rhoncus eros

Story of My Life

mis.developer — Sat, 01 Aug 2015 07:05:13 +0000

Pellentesque leo ex, cursus at efficitur ac, efficitur at ex. Integer consectetur interdum ipsum, nec congue nisl convallis id. Nulla in porta nibh, ut efficitur urna. Fusce id faucibus erat. Quisque ante purus, accumsan eu varius vitae, accumsan sit amet nisl. Vivamus luctus dui est. Suspendisse eros tortor, malesuada vel dolor id, finibus pellentesque sapien. Suspendisse potenti. Sed et suscipit tellus.