ABSTRACT
In this rapidly evolving and technology-driven world, youth faces diverse challenges, adapting to changes in their lives, environments, and relationships. The researcher looked into academic delinquencies and its contributing factors associated with personal, family, social/peer, and environmental aspects, as well as the institution's response to the phenomenon or event. Using a phenomenological research design to accurately reflect their perspectives and understanding of contributing factors and institutional responses. Semi-structured with open ended questions were constructed as the research instrument, which was developed based on reliable, comparable qualitative data collected from the participants. Furthermore, to ensure the validity and accuracy of the content, the researcher personally delivered the interview guide and approval letter to the respective college dean or guidance counselor. Thereafter, interviews were scheduled based on the participants' availability to minimize disruption on their classes. The study was conducted with five selected participants who were 3rd-year criminology students with multiple records of academic delinquencies. Purposive technique was used to gather qualitative responses from participants from among the selected colleges, namely: Bicol College, CAT College, and Forbes College in the 2nd district of Albay, who were mostly committed academic delinquency. Findings revealed that the complexity of academic delinquency, influenced by a variety of factors ranging from personal struggles, family relationships, peer influences to institutional responses. Thus, academic delinquency stresses the need for holistic interventions that addresses not only academic performance but also the personal and environmental challenges.
Keywords: academic delinquencies, qualitative-phenomenological research design, purposive technique, multiple records, contributory factors
INTRODUCTION
In this rapidly evolving and technology-driven world, the youth face diverse challenges, adapting to changes in their lives, environments, and relationships. Pressures in personal life, family dynamics, peer groups, and society contribute to their intricate needs. This backdrop sets the point for examining a specific issue within criminology education academic delinquency among students.
Academic delinquency among criminology students is many-sided and demands a nuanced understanding of underlying factors. Building upon the general observations of youth adapting to societal changes, this study narrows its focus to explore the experiences of criminology students in Albay's 2nd district who exhibit academic delinquency. Using a phenomenological approach, the research aimed to unveil the subjective experiences, perceptions, and motivations of these students within the broader context of certain influences.
Study have shown that academic delinquency includes a variety of actions that impede students' academic achievement, such as plagiarism, cheating, and absenteeism (Smith et al.,2020). Numerous factors, including family relationships, cultural expectations, and the particular difficulties presented by the educational setting, frequently contribute to these actions.
Expanding understanding on this, findings were drawn from a study in a large urban school district in Southern California, highlighting the prevalence of students missing school due to mental and physical health consequences, illustrating broader implications of academic challenges on well-being (Reyes et al.,2020). Similarly, the experiences of Vietnamese adolescents under peer pressure offer another layer of understanding within the broader context of societal influences on academic commitment and potential deviant behaviors (Tran,2021). Correspondingly, the global shift to online and modular learning during the pandemic adds another layer of complexity. This shift is a specific manifestation of broader societal changes impacting education. In the Philippines, students faced intensified pressure to excel academically, leading to academic dishonesty (Cardina et al.,2022).
Relatively, a case study in Misamis University, College of Criminology, conducted during the pandemic reveals specific challenges and the prevalence of academic dishonesty in the online learning environment (Gupit & Cuevas Jr, 2023). This case study further contributes to understanding the broader issue of academic delinquency.
To explore this matter further, the current study focused on criminology students in the 2nd district of Albay. This specific location is driven by the need to understand how academic delinquency manifests in a distinct cultural and educational context. This serves as an avenue for examining the interplay of factors contributing to academic delinquency among criminology students.
According to the Deans of criminology department in the 2nd district of Albay, the phenomenon of academic delinquency when viewed through these specific experiences, becomes a critical issue with serious consequences. Criminology students repeatedly commit academic delinquencies, which affects their academic lifestyle, personal life, and even the colleges are also affected with this kind of issue. Violations of the student book manual, such as plagiarism, cheating on exams, disruptive behavior, and other forms of academic misconduct, can damage student’s reputation and credibility, making it difficult to secure academic or professional opportunities in the future. It can give a negative impact to faculties and staff, they become demotivated and demoralized, which may lead to decreased job satisfaction. Colleges with high rates of academic delinquency may suffer in terms of rankings and reputation if this issue is not taken seriously.
Employing this undertaking, this study aimed to provide insights into the perceptions and lived experiences of students regarding academic delinquency, starting from the general societal context and narrowing down to the specific challenges faced by criminology students in the 2nd district of Albay. Understanding the factors that contribute to academic delinquency and addressing these issue requires a multifaceted approach that considers the complex interplay of personal, family, social/peer, and environmental aspect. Addressing academic delinquency requires a comprehensive approach that includes implementing effective strategies and a well-defined code of discipline. By utilizing the Code of Discipline to make informed decisions about performance enhancement and disciplinary actions, institutions can effectively address academic delinquency and foster a more conducive learning environment for criminology students. In conclusion, this study contributes valuable information to the existing literature and offers practical recommendations for educators, policymakers, and other stakeholders in criminology education. Hence, academic delinquency in colleges will be reduced.
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