0

A QUANTITATIVE ASSESSMENT ON SELF DISCIPLINE

AMONG CRIMINOLOGY STUDENTS

A Thesis
Presented to
The Thesis Committee
Department of Criminal Justice Education
UM Tagum College, Tagum City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Criminal Justice Education

LEONILO CARLOU ALAMPAYAN

KINGLOYD DUMLAO
WILLIAM MONTEZA

August 2024
 1

INTRODUCTION

Self-discipline problems, affecting American students’ education and

overall health, have been linked to lack of self-discipline. Many find it difficult

to manage time well, concentrate on studies, and avoid distractions such as

social media or electronic devices. This leads to low grades, high levels of

stress and no drive for academic success thus poor motivation. It is

important to address this problem so as to enable the learners realize their

potential and attain good educational outcomes (kolhar et al., 2021).

There are growing concerns across the country about the declining

levels of self-discipline among students. This situation manifests itself in

different forms including poor time management skills, inability to set goals

and achieve them and lack of motivation towards academic excellency.

Consequently, students face difficulties in meeting educational expectations,

focusing on their studies as well as developing vital life-skills crucial for

future success. The entire nation needs interventions that acknowledge this

key struggle that affects teenagers who need self-control for maximum

performance in school (Bodo 2020).

Students can learn how to focus on set goals, efficiently manage their

time, and deal with obstacles that may hinder their progress if they develop

self-discipline. This trait not only enhances academic performance but also

prepares students for future endeavors by instilling qualities like

responsibility, perseverance, and self-control. Ultimately, self-discipline

 2

equips students with the tools needed to achieve their aspirations and lead a

successful and fulfilling life (Dansu, 2023).

In the Philippines, discipline and loyalty to authority established

through the ROTC program in the Philippines can go a long way toward

addressing the difficulties our country is facing, from the terrifying drug

threat to the dreadful traffic jams exacerbated by disobedient motorists

and pedestrians (Lina, 2018).

Moreover, discipline is an important component of human behavior

and asserts that without it an organization cannot function well towards the

achievement of its goals. In the context of a school system, a disciplined

student is that student whose behaviours, actions and inactions conform to

the predetermined rules and regulations of the school. However, discipline

ideally means more than adhering to rules and regulations and entails the

learner’s ability to discern what is right or wrong (Gitome, Katola, &

Nyabwari, 2019). Discipline is widely acknowledged to be essential for

creating a positive school climate conducive to sound academic

performance. It is a basic requirement for successful teaching and learning

in schools and a subject of concern for teachers. There is good discipline,

there is improved academic performance. In other words, discipline is vital

for students’ academic performance. Furthermore, it is necessary for

effective school management and accomplishment of its goals (Nakpodi,

2019). Lack of discipline is called indiscipline. Therefore, indiscipline can be

seen as any action considered to be wrong and not generally accepted as

proper in a set up or society (Omote, Thinguri, & Moenga, 2019).

 3

Furthermore, student indiscipline is experienced in schools globally. A

study in West Virginia in the United States of America (USA) revealed that

about 29.6% of 160,480 students (from grade 3 to 11) had one or more

referrals for inappropriate behaviors. In Africa, researchers have pointed out

the seriousness of indiscipline in schools in various countries. For instance,

observed that indiscipline among learners in Nigeria was high and

experienced at all levels including primary schools. In Kenya, lack of

discipline in schools has been one of the challenges facing. The Kenya

National Examinations Council (KNEC) revealed that between 90% and

100% of teachers in primary schools in Kenya encountered disciplinary

problems among their pupils. In a study by Gakure, Mukuria, and Kithae

(2019) in primary schools in Gatanga District, Kenya, 70% of selected 56

teachers indicated that their schools had cases of pupil indiscipline.

Research shows that various discipline problems exist among primary

(Rahimi & Karkami, 2019).

The vital role of discipline in students’ academic performance is

revealed or implied by a number of previous studies carried out in Kenya

and in other African countries. This is supported and corroborated by a

number of studies in European, Asian and American countries. A few studies

however suggest that discipline has minimal, uncertain or non-significant

influence on students’ academic performance or achievement. Therefore,

findings on impact of discipline on students’ academic performance are

inconsistent and somehow inconclusive. Furthermore, only a few of the

stated previous studies (Zhao & Kuo, 2019) were correlational in design.

Nevertheless, in their measure of student discipline, the few correlational

 4

studies focused on self-discipline and excluded social skills such as

obedience, politeness, and social competence (i.e., ability to get along with

other people). In addition, in Muhoroni Sub-County, Kenya, pupils’ academic

performance has received little research attention in relation to discipline.

The inconsistency of findings and the identified gaps suggested the need for

more research on pupils’ academic performance in relation to discipline

(Keating & Rossouw, 2019).

However, there were not enough psychometric scales for

undergraduate and postgraduate populations to measure their self-discipline

ability. For example, one self-discipline questionnaire developed by Şimşir

and Dilmaç (2020) examined the self-discipline ability of Turkish university

students. More valid and reliable measures are desperately needed to study

such populations in different countries. Furthermore, such a measure is

necessary because it is also important to assess students’ self-discipline to

know the link between self-discipline and academic achievement or other

variables such as student time management. Therefore, the present study

aims to develop a new measure of academic selfdiscipline by testing its

reliability, exploratory factor analysis, and face validity (Tangney, Boone &

Baumeister, 2018).

Moreover, due to specific characteristics of the online environment,

challenges caused by online teaching and learning cannot be avoidable

(Pham, 2022), which inevitably influences learning outcomes. Although

students seem to be more accessible to learning recourses, and this has

brought about undeniable advantages for students, distance learning highly

 5

acquires students' ability to get familiar with all course materials, follow a

recommended learning route, adhere to time constraints, and complete all

needed tasks. In other words, self-discipline is an essential skill in the era of

online learning. Given that, self-discipline can be regarded as a contributor

to brilliant academic performance. Despite this, research on this area is in its

infancy (Dhawan, 2021).

Therefore, self-discipline is the significant variable that distinguishes

top students from others (Duckworth & Seligman, 2018). For example, the

characteristics of self-disciplined students as follows: reading instructions

before reading questions, listening to teachers rather than imagining in the

class (related to attention), prioritizing doing homework over watching tv,

continuing to study for long-term goals despite boredom, and frustration.

Highly self-disciplined people have different characteristics than people with

low self-discipline. (Hagger & Hamilton, 2019).

In Davao City, President Rodrigo Duterte's proposal to revive the

Reserve Officers' Training Corps (ROTC) program and mandate it for

senior high school students in Grades 11 and 12 in both private and

public schools across the Davao area, if not the entire country, has

received complete backing from an Army official. By participating, the

Armed Forces of the Philippines (AFP) will be able to fulfill their

constitutional duty of producing a Filipino citizen who is able to defend

the country. By encouraging patriotism and instilling discipline in these

youngsters, ROTC plays a role in nation-building and helps achieve the

real objective and purpose (Sambalud, 2018).

 6

According the Self-Development Theory of Blake J (2016), which

stated that the effectiveness of ROTC program influences the self-discipline

with reference to the cadet's behavior, social growth, and general school

environment. According to the research, high school principals thought that

cadets benefited from being involved in the ROTC program. She added that

the ROTC program provides more for kids than just get them ready for a

lucrative military career. Furthermore, he proposes that ROTC program

administrators believe the program is successful in assisting cadets in

achieving their objectives and meeting their needs.

The Self-Regulation Cycle theory emphasizes the iterative nature of

self-discipline, highlighting the importance of continuous goal setting,

monitoring, and adjustment in fostering a disciplined mindset among

students (Kuyper, Van, & Lubbers, 2000). This theory can be used

effectively and practically when it comes to self-discipline training that

develops the students and boosts their academic improvement as well as

personality development.

The self-discipline of students, according to Moneva and Gatan

(2018), is an anchored theory that can be focused on “self-regulation cycle”

concept. According to this theory, self-discipline is a process that has three

main stages; goal setting, self-monitoring and self-adjustment. Goal setting

Targets: At the beginning, learners set particular goals they want to achieve

during their educational journey; these goals act as a compass to steer them

along their path while providing purpose and sense. Self-Monitoring: Self-

monitoring activities are undertaken by students to assess their progress

 7

made towards the achievement of personal goals.Students constantly study

how they are doing even as they try to identify areas of growth and think

about what they have done or achieved. Self-Adjustment: Drawing from how

they monitor themselves at every stage, students make necessary changes

in their studying patterns, time management plans as well as behavior so

that they do not lose sight of their aims. For instance, it could entail creating

new habits, looking for help from educators or colleagues or changing the

methods they use to tackle problems (Wong et al., 2021).

Even with the need for self-discipline in the lives of students living in

Tagum City, it’s evident that we do not fully understand how we can nurture

this quality among learners at various levels and ages. Several studies have

examined the effects of self-discipline on school performance, however little

has been done about those specific tactics and methods which can boost

self-discipline among pupils. It is important to fill in the research void

regarding student’s self-discipline because of its fundamental effect on

education performance and future achievements. In order to identify

successful ways of promoting self-discipline, researchers are obliged to

present these important insights into proper ways of facilitating this vital trait

development within them through teachers, lawmakers and guardians.This

urgency stems from the pressing need to equip students with the tools and

mindset necessary to navigate academic challenges, excel in their studies,

and thrive in an increasingly competitive and fast-paced world. Closing this

research gap is essential for enhancing student well-being, academic

achievement, and overall success in the long run.

 8

Furthermore, the significance of the study was revolved around how

self-discipline among criminology students may provide insights to the

Administrations of UM Tagum College. It was assisted them in

understanding the ramifications of this activity so that they may take

appropriate action and respond quickly according to the result of the study.

Students was able to assist their self-discipline among criminology students

and helps them to express their ideas if this program is effective or not their

self-discipline. This study will benefit the Future Researchers, this was

served as a beginning point for them in terms of expanding.

METHOD

Research Respondents
 9

345 criminology students in UM Tagum College and expected to be

participated, with inform consent, voluntary participation, and confidentiality

guarantee and convenience random sampling utilized in this study. This can

be due to geographical proximity, availability at a given time, or willingness

to participated in the research (Skowronek & Duerr, 2009).

Research Instruments

The study included customized questionnaires as its instruments. The

first series of questions focused on criminology students' self-discipline using

three (3) indicators: goal-setting, self-monitoring, and self-adjustment. The

panel of specialists was shown the instrument's contents in order to validate

them. Five orderable gradations were taken into consideration, together with

their corresponding range of means and descriptions, in order to assess the

degree of self-discipline among criminology students:

Range of Means Descriptive Interpretation

Equivalent

4.20 – 5.00 Very High self-discipline among criminology

students is very much observed.

3.40 – 4.19 High self-discipline among criminology

students is much observed.

2.60 – 3.39 Moderate self-discipline among criminology

students is moderately observed.

1.80 – 2.59 Low self-discipline among criminology

students is less observed.

1.00 – 1.79 Very Low self-discipline among criminology

students is not observed at all.

Design and Procedure

 10

The researchers investigated human behavior, viewpoints, themes,

and motivations using a quantitative non-experimental research design and

a descriptive study. This method is employed when defining the current state

of the scenario is the aim of the research in order to look into the reasons of

a certain phenomena (Campbell, 2015). After doing a statistical analysis, the

researchers totaled all the information they had collected from the

respondents. The statistical findings were examined and explained. Based

on the study's findings, recommendations were developed and conclusions

were drawn using the data.

RESULTS AND DISCUSSIONS

 11

Level of Self Discipline among Criminology Students

The degree of self-discipline among criminology students is displayed

in Table 1, with an overall mean of 4.353 and a very high standard deviation

of 0.274. This indicates that criminology students' degree of self-discipline

was closely monitored.

Table 1. Level of Self-Discipline among Criminology Students

Indicators Result
Interpretation
Mean SD

Goal setting 4.328 0.427 Very High

Self-monitoring 4.403 0.471 Very High

Self-adjustment 4.329 0.481 Very High

Overall Mean 4.353 0.274 Very High

Self-monitoring described as very high level of self-discipline among

criminology students. This implies that criminology students keep the

promises on their self, keep healthy foods and get regular exercise and set

an expectation for the day and can stick to them. Additionally, need to be

reminded to do chores or homework and cheat if the opportunity presents

itself.

Table 1.1 Level of Self-Discipline among Criminology Students in terms

of Self-monitoring

Descriptive
Items Mean SD
Level
 12

Q1 4.48 0.71 Very High

Q2 4.35 0.72 Very High
Q3 4.36 0.75 Very High
Q4 4.38 0.73 Very High
Q5 4.42 0.69 Very High
Overall 4.40 0.47 Very High

Followed by self-adjustment described as very high. This implies that

criminology students keep promises that make others, organize enough find

what they need and complete school assignments on time. In addition,

criminology students to keep as secret when asked to do and believe that

people can depend on what they say to do.

Table 1.2 Level of Self-Discipline among Criminology Students in terms

of Self-adjustment

Descriptiv
Mean SD
Items e Level
Q1 4.32 0.81 Very High
Q2 4.28 0.806 Very High
Q3 4.30 0.811 Very High
Q4 4.36 0.73 Very High
Q5 4.36 0.76 Very High
Overall 4.32 0.48 Very High

Finally, goal setting described as very high. This study indicates that

the criminology students decided what they want to spend money on and

save toward that goal, choose to attend school and arrive on time every day

and share a challenging and stay focused on it until the task is completed.

In addition, criminology students do the personal best and whine or

complained.

Table 1.3 Level of Self-Discipline among Criminology Students in terms

of Goal Setting

Items Mean SD Descriptive Level

Q1 4.28 0.79 Very high
 13

Q2 4.36 0.70 Very high

Q3 4.32 0.76 Very high
Q4 4.30 0.86 Very high
Q5 4.35 0.69 Very high
Overall 4.32 0.42 Very high

Projected Title

The Action Plan is entitled “ SELF-DISCIPLINE AMONG CRIMINOLOGY

STUDENTS: BASIS FOR BEHAVIORAL INTERVENTION SCHEME ”
 14

Rationale

The rationale on self-discipline fosters consistent study habits and

time management skills, enabling students to excel in their coursework. By

adhering to a structured routine, students can thoroughly engage with

complex theories and case studies essential to criminology. Hence, the field

of criminology demands a high level of integrity and ethical responsibility.

Self-discipline instils the necessary values and work ethic, preparing

students for the demands of future careers in law enforcement, research, or

criminal justice. Self-discipline helps you to create a positive image with your

classmates, teachers and even bosses to come. It is said that a student who

is always disciplined is a dependable person who worth trusting and a

person who is dedicated towards career improvement. More so, in order to

be successful in school or when you eventually work as a criminologist, one

needs to maintain self-control since this affects among other things

academic performance, professional preparedness, ethical conduct and total

development of the individual. Through self-discipline therefore students not

only make their education more fruitful but also prepare themselves for

better jobs in future that deal with crime like criminology.

General Objectives

The principal goal of self-discipline for criminology pupils is to develop

stable study routines and time management expertise which enhance

grades and offer a deeper insight into criminology ideas, while encouraging

regular analytical practice through organized projects and discussions.

Furthermore, instill in students the need to promote life-long learning and

professional growth within criminology. To enable scholars set particular,

 15

quantifiable, achievable aims concerning their academic as well as personal

development. Enhance periodical self-evaluation as well as contemplation

on personal progress, academic advancement and sticking to established

objectives. Stimulate the creation of learning groups and mentorship

connections that cultivate accountability plus mutual development amongst

companions.
 18

CONCLUSION AND RECOMMENDATION

Conclusion

The conclusion of this chapter is based on the findings of the study in

this report. A high level of self-discipline was demonstrated by criminology

students through setting goals, self-monitoring and behavioral changes. This

shows that their degree of self-discipline has been closely watched.

According to Moneva and Gatan (2018), this study supports a theory

anchored on “self-regulation cycle” which deals with the self-discipline of

students. In essence, self-discipline happens true to form as a cycle with three

key stages: goal setting, self-monitoring and self adjustment. First stage is

Goal Setting: A student establishes clearly defined and attainable academic

goals for themselves. Utilizing these aims acts as directing marks for all

efforts given and also give a steadiness in terms of direction/purpose Second

stage is Self-Monitoring: To keep track of their advancement towards

achieving these goals,a student should indulge into self monitoring activities.

Recommendation

Based on the findings that maintaining self-discipline is crucial for

academic success and personal growth among criminology students.The

circumstances necessitate those who want to be successful scholars in the

field of criminology to be self-disciplined while also maturing as individuals. In

this case, it is possible for a student to apply effective methods that will lead to

self-discipline and eventual good performance in the course. The solution lies

with holding regular workshops or seminars on goal setting techniques that

 19

are more or less limited to people studying criminology. Setting specific

objectives is a better way of establishing shorts rather than an arbitrary goal

that appears difficult; furthermore, this act helps one remain focused during

moments of difficulty thus inviting seasoned practitioners or former students to

discuss their experiences with different forms of goal setting. Include hands-

on activities and personal target setting sessions because each person has

specific requirements.