SELF-EFFICACY AND ENGAGEMENT OF CRIMINOLOGY STUDENTS

IN UNIVERSITY OF MINDANAO

A Thesis Proposal Presented to the Faculty of the

College of Criminal Justice Education
University of Mindanao
Davao City

In Partial Fulfillment of the Requirements for the Degree of Bachelor of

Science in Criminology

By:

Anna Mae G. Caňete

Vince P. Paborito
Patricia Jhoy T. Villejo

July 2019
 ABSTRACT

This study was made to determine if there is a significant relationship

between Self-Efficacy and Engagement of criminology students in University
of Mindanao. This study was conducted among four hundred (400)
criminology students. Self-Efficacy indicators were enlisting social resource,
Academic Achievement, Self-regulating Learning. Engagement indicators are
the Liking for learning, Liking for School, Behave, effort & Persistence,
extracurricular, and Cognitive. This study also revealed that there was a
significant relationship between self-efficacy and engagement

Keywords: self-efficacy, engagement

 ACKNOWLEDGMENT

The researchers sincerely express their deepest appreciation

and profound gratitude to all people who have helped them made this study
possible.
Special thanks out attributed to the researcher’s parents for their
undying love and support, both morally and financially.

A depth of gratitude is extended to our beloved adviser Agnes R. Capili MS

Crim., statistician Angelito D. Gardose Ph.D, and our college dean Carmelita
B. Chavez. Ph.D. for their unselfish contribution to the betterment of this
study.

Big thanks to our validators, Prof.Nestor C. Nabe Ph.D, Andre A.

Cardenas MsCrim, and Prof. Jenny C. Malnegro MsCrim for their valuable
suggestions and constructive criticism which helped in the improvements of
this study.

Above all, to Almighty and loving Father who have guided us throughout the
challenges that we have encountered in fulfilling this study.

AMGC

VPP

PJTV
 DEDICATION

The researchers dedicate this study to our beloved parents. Without them,
this study would have been impossible to achieve the status that we have
now. We are forever grateful to them.
We share this study with future researchers who wish to explore the same
topic. May they be successful to their journey. We also dedicate this study to
all Crim 10 students who have inspired us during the times of difficulties to
keep on fighting until we finished this thesis

AMGC

VPP

PJTV
Appendices
A. Tables-per Indicator
B. Turn-in-it result/ Plagiarism check result (25% and below)
C. Title Approval signed by the Dean and Research Coordinator
D. Title Approval Forms
E. Undergraduate Research Agreement
F. Letter of Acceptance-Adviser
G. Assignment of Research Personnel
H. Endorsement for Final Defence
I. Consultation Form
J. Permission to conduct the study from the Dean of Criminology
Departments
K. Certificate of Appearance
L. Validation Results
M. Sample Questionnaire
N. Certification-Statistician
O. CURRICULUM VITAE
 Table of Contents

Page
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgment iv
Dedication v
Table of Contents vi
List of Tables vii
List of Figures viii

Chapter 1
The Problem and Its Setting
Background of the Study 1
Statement of the Problem 2
Hypothesis 2
Review of the Related Literature 3
Theoretical and Conceptual Framework 8
Significance of the Study 10
Definition of Terms 11
Chapter 2
Method
Research Design 12
Research Subject 12
Research Instrument 13
Data Gathering Procedures 14
Statistical Treatment of Data 16
Chapter 3
Presentation and Analysis of Findings
Descriptive Statistics Regarding the Level of 15
Self-Efficacy of Criminology students in University of
Mindanao

Descriptive Statistics Regarding the Level of 17

Engagement of Criminology students in University of
Mindanao

Significant relationship between Self-Efficacy 19

and Engagement of Criminology students in University of
MIndanao

Chapter 4
Summary, Conclusion, and Recommendation
Summary of Findings 23
Conclusion 24
Recommendation 24

References
 LIST OF TABLES

Table1. Descriptive Statistics Regarding the Level of

Self-Efficacy of Criminology students in University of

MIndanao

Table 2.Descriptive Statistics Regarding the Level of

Engagement of Criminology students in University of

MIndanao

Table 3 Significant relationship between Self-Efficacy and

Engagement of Criminology students in University of MIndanao

 LIST OF FIGURES

Figure
Page

1 Conceptual figure 9
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

If you desire about a career in criminal justice you make sure that you

have an interest in studying a related course not just because your parents

said so. For instance in self-efficacy refers to the belief that one can perform

successfully at a given task or endeavor (Topalli, 2012).and in engagement

has been defined broadly as the level of effort and investment students

make towards their formal study, resulting from educationally purposeful

provision that enriches their formal experiences. It is acknowledged that it is

likely to have multiple components (Trowler, 2010).

In an Asian study, it was found that learners (Shih, 2015) who

experience high levels of classroom engagement and peer support are likely

to take on engagement and support seeking coping when faced with

academic difficulties (Cherry,2019).. The effects of perceived learning

environment on learners’ practice of engagement approaches were positive.

Learners who have obtained higher levels of supportive learning environment

displayed higher engagement than those in the other classes which reported

lower levels supportive learning environment (Shih, 2015).

Self-efficacy, or your belief in your own abilities to deal with various

situations, can play a role in not only how you feel about yourself, but whether

or not you successfully achieve your goals in life. The concept of self-efficacy

is central to psychologist Albert Bandura’s social cognitive theory, which

emphasizes the role of observational learning, social experience,

and reciprocal determinism in developing a personality. According to Bandura,

a person’s attitudes, abilities, and cognitive skills comprise what is known as

the self-system. This system plays a major role in how we perceive situations

and how we behave in response to different situations. Self-efficacy is an

essential part of this self-system. (Cherry,2019).

This study will be conducted in order to determine the Self-efficacy and

Engagement of Criminology students in University of Mindanao and to know

how social resource, academic achievement, and self-regulated learning

effects the self-efficacy of the students and how liking for learning, behave,

effort & persist, behave extra curriculum, and cognitive effects the

engagement of the students.

Statement of the Problem

The intent of this study was to determine the significant relationship of

self-efficacy and engagement of criminology students in University of

Mindanao. It such to answer, the following questions.

1. What is the level of self-efficacy in terms of:

1.1 Enlisting Social Resources

1.2 Academic Achievement

1.3 Self-regulating Learning

2. What are the level of engagement of criminology students in terms

of:

2.1 Liking for Learning

2.2 Liking for School

2.3 Effort & Persistence

2.4 Extracurricular
 2.5 Cognitive

3. Is there a significance relationship between self-efficacy and

engagement?

Hypothesis

In our study and based on the results from the respondents, the

researchers conclude that the Self-efficacy and Engagement of Criminology

students in University of Mindanao have no suggestive relationship regarding

their performance in school.

Review of Related Literature

In this portion, the related literatures are presented whose sources

came from newspapers, journals, internet and books.

Self-efficacy, or confidence as it is commonly known, is one of the most

enabling psychology models to have been adopted into positive psychology. It

is the optimistic self-belief in our competence or chances of successfully

accomplishing a task and producing a favourable outcome. Self-efficacy is

certainly worth having because as Henry Ford famously put it, whether you

believe you can or you can’t, you are right. And Gandhi perfectly understood

the pivotal role that self-belief plays in our lives.(Akhtar, 2008)

For instance, Academic achievements are one of the strongest

predictor of student’s educational performance. It is a faith that he or she can

accomplish something that person is doing. Self-efficacy is the system from

character to behaviour to consequence (Brown et al., 2013).

Moreover, students’ self-efficacy beliefs influence the choices they

make and the effort they put in their performance (Boekaerts and Cascallar,
2006). Also, enlisting social resources plays an essential function in a

student’s engagement in the classroom. When facing need, college students

with excessive self-efficacy have a tendency to occur high help seeking

behaviour; whereas college students with low self-efficacy are more reluctant

to seek assist (Nelson and Ketelhut, 2008). Students who have positive and

relatively high self-efficacy beliefs will more likely engage in the classroom in

terms of their behaviour, cognition, and motivation.

The Liking for Learning emphasizes that human functioning is the

product of the interplay between Behaviour, person’s variable, and

environment. Reciprocal ability not similar or opposite alternatively than

expressing the triadic interaction of the three variables. Person’s variable

consists of cognitive elements such as beliefs, memory, planning, and

judging. By cognitive functions, humans have the capability to choose or

select to attend from the surroundings or what to provide cost for example.

However, cognition and behaviour are not separate entity for these cognitive

strategies which are shaped both by using behaviour and surroundings (Feist

et al., 2013).

Moreover self-regulating learning are one of the strongest predictor of

student’s tutorial performance. It is a belief that he or she can accomplish

something that character is doing. Self-efficacy is the system from person to

behaviour to outcome. Moreover, students’ self-efficacy beliefs affect the

selections they make and the effort they put in their overall

performance(Brown et al., 2013)

Also, Itplays an important role in a student’s engagement in the

classroom. When facing need, students with high self-efficacy tend to

manifest high help seeking behaviour; whereas students with low self-efficacy

are more reluctant to seek help (Nelson and Ketelhut, 2008).

Students who have positive and relatively high self-efficacy beliefs will

more likely engage in the classroom in terms of their behaviour, cognition, and

motivation and that the higher academic self-efficacy the students have, the

higher their metacognitive awareness (Hermita and Thamrin, 2015).

In addition, self-efficacious students have higher academic

performance for they regulate and monitor their impulses effectively in facing

academic challenges. Moreover, in predicting desirable educational outcome,

academic self-efficacy has greater effect or influence on students’ ability than

academic self-concept (Jansen et al., 2015).

There was very little focus in the Liking for school literature on scholar

engagement with institutional governance, and what there was tended to be

found in grey rather than peer-reviewed literature. Journal articles on the role

of students in institutional governance tend to be tagged with key phrases

different than ‘student engagement’, suggesting a unique discursive

orientation. Lizzio and Wilson (2009)

It has been drawn in the Cognitive of students regardless of where they

come from, and has a crucial phase in advocating equipped conduct in the

lecture room in widely wide-spread such as lessening the impact of

classroom-related distraction and giving care and breaking away in any

structure of unease (SuarezOrozco, Pimentel, & Martin, 2009)

Student engagement is dynamic and is dependent on many

factors, both within, and outside, the institution’s sphere of influence. In the

first year student engagement is influenced by the students’ prior experiences

of education, their expectations and aspirations which influence their

perceptions of various measures of engagement. In addition, integration

into both the academic and social community at the university is important

for instilling a ‘sense of belonging’ or ‘sense of being a student’ which is a

precursor for engagement (Hardy and Bryson, 2009).

Engagement is an essential factor for learners’ perseverance in a learning

environment (Kuh, Cruce, Shoup, Kinzie, &Gonyea, 2008). Through an autonomy

supportive learning environment, that is grounded from an SDT Perspective, the

learners will have an active participation, climate of respect, voices will be heard such

as cooperatively developed rules, logical consequences and a focus on the rights

and wellbeing of both educators and learners (Shaughnessy, et al, 2012; Manning, &

Bucher, 2013).

There are certain cultures or subgroups where context has significant

consequences in terms of cognitive, affective and motivational outcomes.

Studies in different countries showed varied results about the relationship

between Academic engagement and students’ perceived learning autonomy.

In a study conducted with 1,906 students in seven universities in South

America that the supportive learning climate emerged as the most significant

predictor of behavioural engagement which includes attending school,

participating in classes and completing homework (Pineda-Baez, et al. 2014).

These instances include Effort & Persisence , recognize for the

strength and wisdom of dad and mom and instructors and the faith that

schooling does now not necessarily to be entertaining nor enticing (Ku, 2012),

in which the students are seen to persist and to succeed.

Despite the formidable relationship of autonomy-supportive learning

environment on academic engagement in several studies, there are also

some studies in the Asian context where it is not viewed as relatively bad as

compared to the West (e.g. Ku, 2012; Shih, 2015). In the Philippine context,

there were several features that are relatively both Eastern and Western. One

Filipino trait that is relatively Eastern is group harmony, (Schrier, et al., 2010).

This is also important similar Asians from the mentioned studies who

prioritize similar qualities of valuing relationships, family ties, sets

expectations not only for self but also for opinions of others. In a classroom, a

student would always love to follow the directives and avoid negative

impression to his teacher. Another would be a student who believes the

capacity and mastery of the teacher to give the directions on how a task

should be performed; power distance is also very tolerable and there is no

resistance against power abuse by superiors (Hofstede, 2011).

Student engagement has been defined as “participation in

educationally effective practices, both inside and outside the classroom, which

leads to a range of measurable outcomes”, and as “the extent to which

students are engaging in activities that higher education research has shown

to be linked with high-quality learning outcomes” define engagement as “the

quality of effort students themselves devote to educationally purposeful

activities that contribute directly to desired outcomes”. By way of contrast,

others have defined engagement as “the process whereby institutions and

sector bodies make deliberate attempts to involve and empower students in

the process of shaping the learning experience” (HEFCE, 2008)

When Extracurricular are used to join a undertaking to students’

personal lives, engagement and overall performance improve. For example,

context personalization accelerated student overall performance on algebraic

word problems. Students in the experimental team solved algebraic phrase

troubles matched to their self-reported interests. (Meier, 2008)

The research showed that connecting the math problems to students’

pursuits elevated scholar performance, specifically with greater cognitively

challenging troubles and for struggling students. In addition, troubles relevant

to students’ lives (e.g., paying a telephone cellphone bill) have been less

difficult for college students to resolve than those no longer connected to their

experience, even when the problems were contextualized to an expressed

activity (Walkington& Sherman, 2012).

Theoretical and Conceptual Framework

Being part of the criminal justice field doesn’t automatically mean

you’re already police officer. If you desire about a career in criminal justice

you make sure that you have a personality relating to a job you desire.

Bandura's (1997) key contentions as regards the role of self-efficacy beliefs in

human functioning is that "people's level of motivation, affective states, and

actions are based more on what they believe than on what is objectively true.,

for these self-efficacy perceptions help determine what individuals do with the

knowledge and skills they have.

Figure 1 shows the conceptual framework of the study. The

independent variable of the study is the Self-efficacy consisting indicator

Enlisting Social Resources, Academic Achievement, and Self-regulating

Learning. On the other hand, the Dependent Variable is the Engagement

consisting following indicators; Liking for Learning, Liking for School, Effort &

Persistence, Extracurricular, and Cognitive.

 Independent Variable Dependent Variable

Self-efficacy Engagement

 Social Resources  Liking for Learning

 Academic  Liking for School

Achievement  Effort & Persistence

 Self-Regulated  Extracurricular

Learning  Cognitive

Figure 1.Shows the Conceptual Paradigm of the study.

Significance of the Study

The findings of the study will be highly significant and beneficial to the

following:

Commission of Higher Education. The study will hopefully give ideas

to the CHED in crafting policies and environment that will help the criminology

students to improve their performance so that they will benefit more in the

knowledge they acquire.

University of Mindanao. The findings of this study can be used by

university in promoting the more pleasing environment and policies that affect

the criminology students their academic performance.

Criminology students of University of Mindanao Matina campus.

In the result of the study, students would be more interested to attend class

and participate because of the reason of having a more pleasing environment

Definition of Terms

The following terms used in the study are conceptually and

operationally defined to create a range of reference and for the readers to

have a clear and easy comprehension.

Self-efficacy-this refers student’s belief in their capability to produce given

attainments in social resources, academic achievement, and self-regulated

learning.
Engagement- this refers to the degree of student’s liking for learning, liking

for school, effort and persistence, extracurricular, and cognitive when they are

learning and being taught.

 Chapter 2

METHOD

This section presents the discussion of the research design, research

subjects, research instruments, data gathering procedure and statistical

treatment of data.

Research Design

This research used the descriptive survey method which is applicable

for determining prevailing condition and relationships require bettering

assessing the status. Moreover, researchers used this method as the basis

for their analysis and interpretation it gives more accurate and adequate

findings.

According to Good and Scates (1972), whenever one gains interest in

knowing different conditions obtain among a variety of class or subject, the

most appropriate method used is a descriptive survey. Gathering of data and

presenting conditions defines the word survey. In this study, the descriptive

survey will be used to determine the level of self-efficacy and engagement of

criminology students in the University of Mindanao.

Research Subjects

In this study, the participants were criminology students in University of

Mindanao. There were will be approximately four hundred (400) participants.

Using the universal sampling method, the criminology students served as the

respondents in this study.

Table 1.Characteristics of 400 respondents included in the survey.
Frequency Percent
Sex
Male 183 45.8
Female 217 54.3
Year Level
1 126 31.5
2 108 27.0
3 75 18.8
4 91 22.8

Research Instrument

The researchers constructed a questionnaire to determine the Self-

efficacy and Engagement of the Criminology Students in University of

Mindanao. The questionnaire was composed of two parts. Part I is to

determine the Self-efficacy of the respondents while Part II was for the

Engagement of the criminology students.

The preliminary draft was being submitted to the adviser for

corrections, and then a panel of experts was consulted to ensure its validity

and reliability. The questionnaires were validated by the validators.

Scaling of the variable for the .personality traits is as follow:

Range of Means Verbal Meaning Descriptive Interpretation

4.20-5.00 Very High The self-efficacy are observed all

the time

3.40-4.19 High The self-efficacy are observed

most of the time

2.60-3.39 Moderate The self-efficacy are sometimes

observed

1.80-2.59 Low The self-efficacy are seldom

1.00-1.79 Very Low The self-efficacy are never

observed
Statistical Treatment of Data

To insure the validity and reliability of the interpretation of the data, the

following statistical tools were used:

Mean. This was used to describing the level of self-efficacy and

determine the level satisfaction of the criminology students engagement.

Range of Means Verbal Meaning Descriptive Interpretation

4.20-5.00 Very High Very satisfied with the engagement

3.40-4.19 High Well satisfied in the engagement

2.60-3.39 Moderate Satisfied in the engagement.

1.80-2.59 Low Unsatisfied in the engagement

1.00-1.79 Very Low Never satisfied in the engagement

Data Gathering Procedures

The following steps were observed in conducting this research study:

1.The researchers submitted a letter to the Dean’s office of Criminology

Department in University of Mindanao Matina campus for their approval to

conduct the study within the students.

2.Upon securing the approval, the researchers proceeded in

administering the prepared questionnaire to the criminology students.

3.The answered questionnaire was retrieved and subjected to analysis

and interpretation.
 Chapter 3

PRESENTATION AND ANALYSIS FINDINGS

This section bargains with the findings of the examination in printed

and forbidden structures. The examination and understanding of information

depend on the statistical technique utilized.

Descriptive Statistics Regarding the Level of Self-Efficacy of

criminology students of criminology students of University of Mindanao

The overall self-efficacy of the respondents has a mean score of 3.82

which portrays as high. For instance in self-efficacy refers to the belief that

one can perform successfully at a given task or endeavor (Topalli, 2012).

Enlisting Social Resources with a high level with a mean score of

4.83This indicates that the students ask for help when they got stuck on

homeworks and dealing with their social problems. Also, enlisting social

resources plays an essential function in a student’s engagement in the

classroom. When facing need, college students with excessive self-efficacy

have a tendency to occur high help seeking behaviour; whereas college

students with low self-efficacy are more reluctant to seek assist (Nelson and

Ketelhut, 2008). Students who have positive and relatively high self-efficacy

beliefs will more likely engage in the classroom in terms of their behaviour,

cognition, and motivation.

Academic Achievement with a high level with a mean score of 3.80.

This indicates those students are therefore learning a lot at the school.

Academic achievements are one of the strongest predictor of student’s

educational performance. It is a faith that he or she can accomplish something

that person is doing. Self-efficacy is the system from character to behaviour to

consequence (Brown et al., 2013).

Self-regulating learning with a high level with a mean score of 3.82.

This indicates those students are well aware of their responsibilities in

school.Self-regulating learning are one of the strongest predictor of student’s

tutorial performance. It is a belief that he or she can accomplish something

that character is doing. Self-efficacy is the system from person to behaviour to

outcome. Moreover, students’ self-efficacy beliefs affect the selections they

make and the effort they put in their overall performance (Brown et al., 2013)

Table 2. Level of Self-efficacy of criminology students, n=400.

Indicators Mean Std. Deviation

Enlisting Social Resources 3.83 0.635
Academic Achievement 3.80 0.566
Self-Regulating Learning 3.82 0.578
Overall 3.82 0.479
Descriptive Statistics Regarding the Level of Engagement of
criminology students of criminology students of University of Mindanao

Liking for learning with a high level of the mean score of 3.69. Indicates

that that student’s likes learning. The Liking for Learning emphasizes that

human functioning is the product of the interplay between Behaviour, person’s

variable, and environment. Reciprocal ability not similar or opposite

alternatively than expressing the triadic interaction of the three variables.

Person’s variable consists of cognitive elements such as beliefs, memory,

planning, and judging. By cognitive functions, humans have the capability to

choose or select to attend from the surroundings or what to provide cost for

example. However, cognition and behaviour are not separate entity for these
cognitive strategies which are shaped both by using behaviour and

surroundings (Feist et al., 2013).

Liking for school of the respondent has a mean score of 3.88 which

portray as high. In other words, essential factor for learners’ perseverance in a

learning environment (Kuh, Cruce, Shoup, Kinzie, &Gonyea, 2008). Through

an autonomy supportive learning environment, that is grounded from an SDT

Perspective, the learners will have an active participation, climate of respect,

voices will be heard such as cooperatively developed rules, logical

consequences and a focus on the rights and wellbeing of both educators and

learners (Shaughnessy, et al, 2012; Manning, & Bucher, 2013).

Behave, Effort & Persistence of the faculty has a mean score of 3.85

which portray as high. These instances include Behave, Effort & Persistence ,

recognize for the strength and wisdom of dad and mom and instructors and

the faith that schooling does now not necessarily to be entertaining nor

enticing (Ku, 2012), in which the students are seen to persist and to succeed.

Extracurricular are rated by the respondents and have a mean score of

3.51. When Extracurricular are used to join a undertaking to students’

personal lives, engagement and overall performance improve. For example,

context personalization accelerated student overall performance on algebraic

word problems. Students in the experimental team solved algebraic phrase

troubles matched to their self-reported interests. (Meier, 2008)

Cognitive of the respondents have a mean score of 3.62 which portray

as high. By cognitive functions, humans have the capability to choose or

select to attend from the surroundings or what to provide cost for example.

However, cognition and behaviour are not separate entity for these cognitive
strategies which are shaped both by using behaviour and surroundings (Feist

et al., 2013).

Table 3. Level of engagement of criminology students, n=400.

Indicators Mean Std. Deviation

Liking for Learning 3.69 0.564
Liking for School 3.88 0.603
Effort Persistence 3.85 0.588
Extracurricular 3.51 0.769
Cognitive 3.62 0.830
Overall 3.73 0.507

Significant difference of the extent of Self-Efficacy and Engagement of

criminology students of University of Mindanao

The Self-Efficacy and Engagement of criminology student in University

of Mindanao were found out that there is a significant relationship between.

The computed R value of 0.432, p=0.000, which is greater than p<0.05. Also

regarding Self-Efficacy and Engagement of criminology student in University

of Mindanao was found out.

Table 4. Correlation between self-efficacy and engagement of

criminology students.

Variables Verbal
p-
Correlated r-value Descriptio df (n-2) Decision
value
n

Self-Efficacy Moderate Ho is
vs 0.432** Positive 398 0.000 rejected
Engagement Relationshi
p
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and the

recommendations drawn by the researchers from the results obtained.

Summary of Findings

This research was administered to describe self-efficacy and

engagement of criminology students of University of Mindanao. In particular, it

tried to answers to the preceding inquiries:

1. What is the level of self-efficacy of criminology students in terms of:

1.1 Enlisting Social Resources

1.2 Academic Achievement

1.3 Self-regulating Learning

2. What are the levels of engagement of criminology students in terms

of:

2.1 Liking for Learning

2.2 Liking for School

2.3 Effort & Persistence

2.4 Extracurricular

2.5 Cognitive

3. Is there a significance relationship between self-efficacy and

engagement?

The present study made use of the descriptive correlation method.

Data were gathered though validated questionnaire to determine the

relationship between the Self-Efficacy and Engagement of criminology

students of University of Mindanao.

The findings of this study are summarized as follows:

The overall mean in the findings of this study are summarized as follows:

1. The overall mean in Self-Efficacy has the mean score of 3.82

which describe a high which mean the Self-Efficacy are observed most

of the time.

2. The overall mean in Engagement has the mean score of 3.73 which

describe a very high which mean the Engagement of Criminology

students is very satisfied with the engagement of their study.

3. The total mean score of Self-Efficacy and Engagement of Criminology

students in University of Mindanao has a Standard Deviation score of .

432 and has a p-value of 0.000.

Conclusion

The finding of the study concluded the following:

1. The level of self-efficacy of the criminology students is high which

means the self-efficacy is observed most of the time.

2. The level of engagement of the criminology students is very high

which means they are very satisfied with the engagement of their

studies.

3. There is no significant relationship between Self-Efficacy and

Engagement.

Recommendations
 By the result, the lists of recommendation are drawn by the

researchers

1. The universities and colleges should provide the facilities and

equipment’s to the students to perform and demonstrate their skills

well.

2. The universities and colleges should secure the environment and

surroundings of the criminology students.

3. The students should not let their problems affect their studies in

their academics.

4. The students should always check their mental health so their

focus well not are effected.

5. A similar study needs to be conducted to test the validity of the

result of this study.

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