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Education serves as a foundation for developing knowledge, skills, and discipline needed

for personal and professional growth. In the field of Criminology, academic preparation is

especially important because students must demonstrate competence in various subjects before

taking the Criminology Battery Examination. Study habits play a major role in shaping how well

students understand lessons and how prepared they become for major assessment.

Criminology Battery Examination is an assessment given to Criminology students to

measure their knowledge, skills, and readiness. It evaluates how well students understand

important topics such as criminal law, and law enforcement. The examination helps determine

whether students are prepared for higher-level courses and future licensure examinations.

The academic performance of criminology students is an essential factor in ensuring that

future law enforcement professionals are adequately prepared for the demands of their field. One

significant measure of this preparedness is the Criminology Licensure Examination (CLE),

where students are expected to demonstrate mastery of various criminology competencies. As

students progress through their academic journey, the development of effective study habits

becomes increasingly important, particularly for third-year criminology students who are nearing

the phase of preparing for licensure examinations.

Moreover, as stated by Camal (2023), interests of the students and their motivation, as

well as the people in their surroundings greatly affect and are significant determinants of their

study habits and attitudes towards their examination and academic performance such as time

management, note-taking, reading comprehension, extrinsic and intrinsic motivation, and review

strategies directly influence how well students retain information and prepare for high-stakes

assessments. Because according to him, as well as to Credé and Kuncel (2008), strong study

habits play a vital role in supporting overall academic performance. Students who are motivated

internally and externally do not need to be controlled and pressured into completing their tasks.
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While the students who are controlled by external factors, require guidance and encouragement

too frequently to have a push into performing better in their academic tasks.

Similarly, Nonis and Hudson (2010) emphasized that the amount of study time and the

quality of a students’ strategies significantly affect their academic learning outcomes. Poor study

habits may result in inadequate preparation, while effective and consistent practices may

contribute to higher confidence and readiness levels. For criminology students, this readiness is

crucial because their performance in examination settings often predicts their likelihood of

success in the CLE (Serrano, 2020).

At Tarlac State University, understanding the effects between students’ study habits and

their level of preparedness is essential for both faculty and students. Previous studies, such as

Pascual (2019), have shown that criminology students’ study habits correlate with their academic

achievement, suggesting the importance of identifying which practices contribute most to

examination readiness. This information may guide schools in developing improved academic

programs, review systems, and support services. Likewise, it may help students reflect on their

own practices and adopt more effective methods for academic success.

Therefore, this study aims to examine the effects between study habits on the level of

preparedness of third-year criminology students for the Criminology Battery Examination at

Tarlac State University. By exploring this relationship, the study seeks to provide insights that

may enhance students performance and institutional strategies for criminology education.

Theoretical Framework

This study is anchored on several theories that explain how study habits influence students’

academic readiness and performance in high-stakes assessments such as the Criminology Battery

Examination. These theories provide the foundation for understanding how students develop
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effective study behaviors, how motivation affects their learning processes, and how these

behaviors contribute to their level of preparedness.

The Self-Regulated Learning Theory, introduced by Barry Zimmerman (2000), explains

that learners actively control their own learning processes through planning, monitoring, and

evaluating their strategies. Zimmerman states that students do not simply receive information,

but they take deliberate steps to manage how they learn. This includes setting goals, choosing

appropriate study strategies, observing their own progress, and adjusting their methods when

necessary.

In the context of criminology students preparing for the Criminology Battery Examination,

self-regulation is reflected in habits such as organizing notes, practicing test-taking strategies,

reviewing lessons consistently, and assessing personal strengths and weaknesses. Students who

regulate their study habits are more able to maintain focus, manage their time, and respond to

academic demands, ultimately increasing their level of preparedness for high-stakes

examinations.

John Flavell (1979) proposed the Metacognition Theory, refers to an individual’s awareness

and understanding of their own thinking processes. Flavell describes metacognition as “thinking

about thinking,” where learners consciously monitor how well they understand a lesson, what

strategies they need to use, and when they should change or improve those strategies. This

theoretical principle highlights two major components: metacognitive knowledge (awareness of

one’s abilities and limitations) and metacognitive regulation (the ability to control one’s

learning).

For third-year criminology students, metacognition is evident when they evaluate whether they

truly understand criminal laws, concepts, or investigative procedures, and whether their study

techniques such as summarizing, self-quizzing, or outlining are effective. As a result, this theory
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provides a strong foundation for understanding how reflective and strategic study habits can

significantly enhance preparedness for the Criminology Battery Examination.

Cognitive Load Theory By John Sweller (1988), proposes that the human brain can only

process a limited amount of information at one time. When learners are overwhelmed with

unorganized or excessive information, their ability to learn decreases. Sweller identifies three

types of cognitive load: intrinsic (difficulty of the material), extraneous (unnecessary or poorly

presented information), and germane (the mental effort used to create meaningful learning). In

relation to study habits, students who break lessons into smaller parts, create organized

summaries, remove distractions, and use focused study sessions reduce their extraneous load and

free more mental energy for genuine learning.

Information Processing Theory by Atkinson and Shiffrin (1968) describes learning as a

process where information moves through different stages: sensory memory, short-term memory,

and long-term memory. For learning to be effective, students must rehearse, organize, and

meaningfully process information so it can be stored and retrieved later. This theory emphasizes

the importance of repetition, structured practice, and using memory strategies. The theory

supports the idea that students with more frequent and efficient study routines develop stronger

retention and therefore experience higher preparedness.

Social Learning Theory or the Social Cognitive Approach suggests that individuals

acquire a wide range of behaviors and beliefs through modeling, imitation, and identification

with others. According to this theory, individuals observe others coping with their environment,

and through modeling and imitation, they acquire the skills and strategies to solve academic and

social problems. As proposed by Bandura, when the learner sees him/herself succeeding at an

activity similar to the new one, his/her self-beliefs are reinforced. As the learner resides in an

environment of achievement that employs a framework that promotes high academic

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expectations and constructive beliefs, he/she, too, will develop constructive beliefs and high

expectations.

According to Khalid et al (n.d.) is significantly based on the theory that a good study

habit promotes effective learning as it involves the application of appropriate techniques and

attitudes towards the acquisition of knowledge by students. This can be explained through the

work of Ogunbo et al (n.d.), which found a positive correlation between study habits and

academic achievement and suggested the use of a proper study habit as an indicator of students'

performance. Therefore, the genuine student with good study habits works progressively and

should be encouraged. Khalid et al (n.d). reviewed three particular types of study habits: time

management, concentration, and work methods, relating them to the scope of academic

embracement which matters as they are considered strong factors that are able to improve

academic results.
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Conceptual Framework
This study follows an Input-Process-Output (IPO) model:

Figure 1. Paradigm of the Study

The study's paradigm, as presented in Figure 1, offers an input-process-output

model. The study habits and academic self-efficacy of third-year criminology students are

included in the input. Google Forms is used to collect data, which is then analyzed and

interpreted using the proper statistical tools. The results show how well-prepared the students

are for the Criminology Battery Examination in terms of content understanding, self-efficacy

and confidence, test-taking techniques, and resource availability.

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Statement of the Problem

This study aims to determine the effects of study habits on the level of

preparedness of Third Year Criminology students for the Criminology Battery

Examination at Tarlac State University. Specifically, it seeks to answer the following

questions:

1. What are the strategies in terms of the study habits of the third-year Criminology students in

terms of:

1.1 Time Management;

1.2 Note Taking and Review Strategies;

1.3 Study Environment; and

1.4 Test-taking Approach?

2. How prepared are the third-Year Criminology students for the Criminology Battery

Examination based on:

2.1 Content Knowledge;

2.2 Confidence and Self-Efficacy;

2.3 Test-taking Skills; and

2.4 Access to resources?

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3. What are the challenges encounter by the third Year Criminology Student in term of their

study habits on the level of preparedness of study for the Criminology Battery Examination?

3.1 Cramming Habits

3.2 Distraction (Social media, Gadget)

3.3 Stress and Anxiety

3.4 Limited Review Materials

Significance of the Study

The findings of this research will be use for the benefit of the public considering that

the study habits of Criminology students plays an important role in their level of preparedness for

the Criminology Battery Examination. The data and information that will be recorded in this study

may serve as its foundation, and the benefits they may be able to obtain are as follows:

To the Criminology instructors and faculty. The study can help teachers and professors

gain a better grasp of how teaching tactics and academic support influence students' study habits and

exam preparation. The findings may motivate instructors to use more effective teaching methods,

give more learning materials, or incorporate activities that help students prepare for key exams.

To the Criminology Students. This study will help you better understand what are the

different study habits that are effective for the respondents, and it may also be a guide for them to

determine their own strategies in studying.

To the Future Researchers. The study will benefit future researchers as it can be used as

their guide in identifying what are the effective study habits for some of the students of the
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Criminology Course. Additionally, the presented ideas may be used as reference to the Researcher

data in conducting new research.

To the School Administrators. Results would benefit the school administrators as it can be

an instrument for them to realize the significance of a healthy study habits and level of

preparedness of the Criminology students towards their battery examination which can help in

achieving the quality education for their students.

Scope and Delimitation of the Study

This study should focus on examining the effects of study habits on the level of

preparedness of Third Year Criminology students for the Criminology Battery Examination

at Tarlac State University for the Academic Year 2024–[Link] main objective of the

research is to determine how various study habits, such as time management, study

techniques/strategies, study environment, test taking approach/skills, confidence and self

efficacy, and use of study resources, affect students' exam readiness. This study's respondents

will be all currently enrolled third-year criminology students at Tarlac State University during

the academic year 2024-2025. The respondents of this study will consist of 219 third-year

Criminology students currently enrolled at Tarlac State University during the Academic Year

2025–2026. Data will be collected using standardized survey questions designed to assess

students' study habits as well as their level of preparedness.

Definition of Terms

In this section, the key Terms used in the study are briefly explained to ensure clarity and

avoid any kind of confusion. Terms are explained according to their specific use in the paper.
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Academic Performance. Refers to the students demonstrated learning outcomes in

criminology subjects, reflected in quizzes, examinations, class outputs, and overall grades,

which indicate their academic standing prior to the Criminology Battery Examination.

Access to Resources. Refers to the specific learning materials and academic support

used by third-year criminology students in preparing for the Criminology Battery

Examination, such as textbooks, online criminology modules, lecture handouts, reviewers,

digital platforms, and library materials.

Confidence and Self-Efficacy. Refers to the student’s perceived capability to

understand criminology concepts and perform well in the Criminology Battery Examination,

specifically in terms of their belief in answering test questions correctly, completing the exam

confidently, and managing exam-related pressure.

Content Knowledge. Refers to the level of understanding and mastery of major

criminology topics such as Criminal Law, Criminal Justice System, Law Enforcement

Administration, Forensic Science, and Crime Detection and Investigation that are covered in

the Criminology Battery Examination.

Criminology Battery Examination (CBE). A departmental or institutional test given

to second-year criminology students of Tarlac State University that measures their

knowledge, skills, and preparedness in criminology subjects before advancing to higher-level

courses or preparing for the Criminology Licensure Examination.

Criminology Licensure Examination (CLE). The national board examination for

criminology graduates used to assess their overall criminology competency. Although not
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directly assessed in this study, it is referenced as the long-term measure for criminology

readiness.

Note-taking and Review Strategies. Refers to the specific techniques students use to

record and study criminology lessons, such as summarizing lectures, making reviewers,

outlining topics, highlighting key points, using flashcards, re-reading notes, and conducting

periodic self-tests.