.

Objective 1: Intrinsic and Extrinsic Motivations

You can introduce it like:

“For Research Question 1, our findings show that criminology students’ motivations are
both intrinsic and extrinsic. These motivations help them continue their studies despite
challenges.”

Then go theme by theme:

a. Opportunity to Serve Society

“Many participants are motivated by their desire to serve society and maintain peace
and order. For example, one participant shared that they are motivated to pursue
criminology because they want to ‘maintain peace and order in society’ and see
criminology as a way to serve the public.”

Connect to theory:

“This reflects intrinsic motivation rooted in a sense of duty and public service, which
aligns with Ryan and Deci’s (2020) self-determination theory, where internal values
strengthen persistence.”

b. Pursuit of Personal Aspirations

“Some participants emphasized personal and family aspirations, such as finishing the
degree to secure a better future. One student mentioned being inspired by relatives who
are criminologists, which influenced their choice of course.”

Explain:

“These are extrinsic motivators—like job security and family expectations—but they still
positively contribute to academic persistence.”

c. Desire to Pursue Passion in Criminology

“Several participants shared that criminology is their ‘dream course’ and that they are
excited to learn about criminal behavior, justice, and law enforcement. Their passion
increases engagement and commitment to their studies.”

d. Maintaining Motivation Despite Reputational Damage

“Students are aware of negative perceptions and controversies in law enforcement, but
many remain determined. One expressed discouragement about issues in the police
organization, but still uses this as motivation to choose a related agency like BFP and
continue within criminology.”

Wrap up Objective 1:

“In summary, the motivations of criminology students combine passion, public service,
family influence, and practical considerations like job security. These factors help them
persist despite the stigma and difficulties associated with the profession.”

Objective 2: Job Market Challenges & Well-being

Intro:

“For Research Question 2, we examined how job market concerns and possible
rejections affect students emotionally and psychologically.”

a. Stress and Pressure

“Students feel pressure knowing that there are many criminology graduates and limited
job opportunities. Some shared feeling anxious and overwhelmed by competition and
uncertainty about their future career.”

b. Motivation to Work Harder

“However, some participants transform this pressure into motivation. One said they fear
rejection but use it as a learning opportunity and a reason to improve their skills and
experience.”

c. Fear of Rejection & Demotivation

“Others admitted they are worried that after graduation they might not immediately find
a job, which sometimes leads to self-doubt and demotivation.”

d. Apprehensions Due to Societal Perceptions

“Students are also affected by how society sees criminology. Some mentioned
comments like ‘ah, pulis diay ka?’ or the idea that criminology is only for those who want
to be police, which can be discouraging.”

e. Need for Support Systems

“To cope, many students rely on support systems such as family, friends, and
professors. Advice from parents and mentors helps them handle fear of rejection and
plan their next steps, such as considering further studies or alternative criminology-
related careers.”

Conclusion for Obj. 2:

“Overall, job market challenges generate stress and fear, but with support and proactive
coping, students develop resilience and use these concerns as motivation to prepare
better for their future careers.”

Objective 3: Enhancing Criminology Education & Training

Intro:

“For Research Question 3, we explored students’ suggestions on how criminology

education and training can be improved to better support academic success, job
readiness, and resilience.”

Now per theme:

a. More Emphasis on Internships and Work Immersion

“Most participants requested more hands-on activities, internships, and actual exposure.
They feel that there is ‘too much theory’ and that more practical training and real case
applications would prepare them for future work.”

b. Stronger Academic Advisement and Mentoring

“Students emphasized the importance of mentoring from professors and professionals.

They want guidance not only in academics but also in career direction, handling
rejections, and developing confidence.”

c. Improved Forensic-related Curriculum

“Several participants pointed out that forensic science is ‘really hard’ and needs more
enhancement. They recommend more updated and intensive forensic subjects,
simulations, and practical exercises to match international and professional standards.”

d. More Career Coaching and Readiness Programs

“Students suggested job fairs, seminars on job applications, mock interviews, resume
building, and board exam preparation. They believe that these will lessen anxiety and
make them feel more ready to face the job market.”
e. Investment in Trainings and Policies

“Participants also called for institutional investment in equipment, training resources,

and updated policies that support criminology students’ holistic development—
academically, emotionally, and professionally.”

Final wrap of Chapter 3:

“In summary, our findings show that while criminology students are strongly motivated
by service, passion, and aspirations, they also face significant challenges related to
finances, academic workload, societal perceptions, and job market uncertainty.
However, with proper institutional support, practical training, and strong mentorship,
they can develop resilience and be better prepared for professional life.”

3. Possible Questions from Panel & Suggested

Answers
Here are likely questions and how you can answer them (in your own words):

Q1: Why did you choose irregular 3rd and 4th year criminology students
who are working?

“We chose them because they represent students who are more likely to have
experienced serious academic challenges while still persisting in the course. Being
irregular and working students means they manage heavier responsibilities, making
their motivations, struggles, and coping strategies very rich and relevant to our research
objectives.”

Q2: Why use qualitative and thematic analysis?

“We wanted to understand not just numbers but the stories, emotions, and personal
meanings behind their academic pursuits. Qualitative research and thematic analysis
allowed us to capture their lived experiences, identify patterns in their narratives, and
group them into themes such as opportunity to serve, job market fears, and resilience.”

Q3: How did you ensure the trustworthiness of your study?

You can mention:

 • Member checking
• Peer debriefing
• Audit trail
• Ethics approval

Answer like:

“We ensured trustworthiness by recording and transcribing interviews accurately,

conducting member checking where we returned some themes to participants for
clarification, keeping an audit trail of our coding and decisions, and seeking guidance
from our adviser. We also secured ethics clearance and respected confidentiality and
informed consent.”

Q4: What is the most important implication of your study?

“For us, the most important implication is that criminology education must be more
holistic—it should not only teach theories, but also support students emotionally,
prepare them for the job market, and provide practical experiences. Our findings show
that students are motivated and resilient, but they need stronger institutional and
curricular support to maximize their potential.”

Q5: If this study will be continued, what can future researchers do?

“Future researchers can increase the number of participants, include other schools or
regions, or use a mixed-method design to combine surveys and interviews. They can
also focus on specific areas, such as comparing regular vs irregular students, or
studying the long-term effects of motivation on actual employment outcomes.”

Slide 1 – Title and Proponents

Content on slide:
Exploring the Motivations and Challenges in Criminology Students’ Academic Pursuits
Proponents’ names, course, adviser, date

Script (Presenter 1):

Good [morning/afternoon], Ma’am/Sir and panel members.

We are Group ___ from the Bachelor of Science in Criminology program of the
University of Mindanao.
Our study is titled “Exploring the Motivations and Challenges in Criminology
Students’ Academic Pursuits.”
Together with my groupmates [state names briefly], we conducted a qualitative study
focusing on irregular working criminology students.
Today, we will present our research from the background of the problem up to the
results, conclusions, and implications.

Slide 2 – Problem, Theory, and Research Gap

Script (Presenter 1 or 2):

Our study started from a very common situation in Criminology — many students,
especially irregular and working students, experience academic difficulties such as
heavy course loads, failures, and financial stress.

Despite these challenges, a lot of them still continue their studies. However, we
realized that there is little documentation on what truly motivates them to persist, what
challenges they face emotionally and psychologically, and how the criminology program
itself helps or fails to support them.

The study is guided mainly by Self-Determination Theory by Ryan and Deci (2020),
which explains that students’ behavior is influenced by intrinsic motivation—such as
passion and sense of purpose—and extrinsic motivation—such as job security,
salary, and family expectations.

We also drew from literature on academic stress, resilience, and employability,

which shows that financial problems, workload, and job market uncertainty can greatly
affect students’ well-being and performance.

In terms of the research gap, most existing studies focus on criminology in general, or
on performance and board exam results. Very few studies look specifically at irregular,
working criminology students and explore in depth their motivations, job market
fears, and experiences with the criminology curriculum.

Our study responds to this gap by giving voice to these students through qualitative, in-
depth interviews.
 Slide 4 – Objectives
Script (Presenter 2):

Our study has one general objective and three specific objectives.

General Objective:
– To explore the motivations and challenges of criminology students in their academic
pursuits.

Specific Objectives:
First, to identify the intrinsic and extrinsic motivations of criminology students and
to understand how these motivations influence their academic engagement and
persistence.

Second, to examine how job market challenges, including potential rejections,

affect their emotional and psychological well-being as students.

Third, to explore how criminology education and training programs can be

enhanced in order to better equip students for academic success, job readiness, and
resilience in the professional field.

These objectives directly match the three major parts of our Chapter 3: motivations, job
market impacts, and needed improvements in the program.

Slide 5 – Methods
Script (Presenter 3):

For our methods, we used a qualitative, exploratory design, analyzed through

thematic analysis. This design allowed us to deeply understand the lived experiences
of criminology students beyond numbers and statistics.

Participants:
– We used purposive sampling to select 10 participants who are:
• Irregular 3rd or 4th year criminology students at the University of Mindanao,
• At the same time working students, and
• Have experienced academic challenges such as failing subjects or heavy workloads.
– First and second year students, non-criminology students, and regular students were
excluded.

Instruments and Data Collection:

– We used a semi-structured interview guide with open-ended questions focusing on
motivations, challenges, job market concerns, and suggestions for improvement.
– We also used a demographic questionnaire to gather basic information.
– Interviews were audio-recorded, with the consent of participants, and supported by
field notes.

Procedure:
– We first secured ethics approval from the University of Mindanao Ethics Review
Committee.
– After that, we invited qualified students, explained the purpose of the study, and
obtained informed consent.
– We conducted in-depth interviews, then transcribed the recordings verbally.
– Using thematic analysis, we coded the data, grouped similar responses, and
generated themes and core ideas based on Braun and Clarke’s steps.
– To ensure trustworthiness, we used member checking, peer debriefing, and
maintained a clear audit trail.

Through this process, we were able to capture the authentic voices and perspectives of
the participants.

Slide 6 – Descriptive Results

(This slide is more on describing the main themes from RQ1 & part of RQ2. You can
show a table or bulleted list of themes.)

Script (Presenter 3 or 4):

Moving on to our descriptive results, we will first present the major themes that
emerged from the interviews.

For Research Question 1, which asked about motivations, we found that students are
driven by both intrinsic and extrinsic factors:

– Opportunity to Serve Society.

Many participants shared that they chose criminology because they want to maintain
peace and order, serve the community, and protect others. For them, being a
criminologist is a way of contributing to the country.

– Pursuit of Personal Aspirations.

Some students mentioned that criminology is their dream course or a stepping stone
toward other goals such as joining the military, law enforcement, or even studying law.
They see the course as a way to achieve a better future for themselves and their
families.
– Desire to Pursue Passion in Criminology.
Several participants expressed genuine interest in crime investigation, law, and human
behavior. They were inspired by relatives who are criminologists, by media portrayals,
and by their curiosity about how the justice system works.

– Maintenance of Motivation Despite Reputational Damage.

Interestingly, students are aware of the negative issues involving some law enforcers,
such as corruption or abuse. Instead of losing hope, some participants said that these
issues motivate them to be different, to restore the image of the profession, or to
explore alternative agencies like the BFP.

For Research Question 2, which focuses on job market challenges and well-being, the
descriptive results show that:
– Students experience stress and pressure because there are many criminology
graduates and limited positions.
– Some are motivated to work harder, while others admit to having fear of rejection
and self-doubt.
– Societal perceptions, such as the belief that criminology is “just for police” or that law
enforcers are “corrupt,” also affect how they view themselves and their future.
– To cope, they rely heavily on family, friends, professors, and mentors for
encouragement and advice.

These descriptive results provide the basis for our deeper discussion in the next slide.

Slide 7 – Inferential Results (Discussion of

Themes)
(Here you interpret and connect to theory/literature.)

Script (Presenter 4):

For the inferential results, we move beyond simply listing themes and start
interpreting them in relation to theories and previous studies.

First, our findings show that intrinsic and extrinsic motivations are closely
intertwined. Students are not motivated by only one factor. For example, a participant
may want to serve society (intrinsic), but at the same time think of job security and
salary (extrinsic).
This supports Self-Determination Theory, which explains that both internal satisfaction
and external rewards shape student persistence and performance.

Second, job market concerns play a dual role. On one hand, they induce stress and
anxiety—students worry about competition, failing interviews, or being judged by
society. On the other hand, for some participants, these fears become a source of
motivation: they attend seminars, internships, and trainings to increase their chances
of employment. This echoes the findings of employability studies, which say that
students become more proactive when they are aware of labor market realities.

Third, our study highlights the strong effect of societal perceptions and stereotypes.
When people say that criminology is “easy,” or “only for those who want to become
police,” students feel discouraged and misunderstood. In addition, negative news
about law enforcement, such as controversies involving high-ranking officials, damages
the image of the profession and may reduce students’ pride. However, some
participants respond by wanting to “prove people wrong” and show that criminology is a
dignified and broad profession, not limited to policing alone.

Finally, we found that support systems are very crucial. Students who receive
encouragement from parents, relatives in the field, professors, and peers are more likely
to maintain motivation and resilience, even after failing subjects or experiencing
burnout. This aligns with literature on academic resilience, which emphasizes the
protective role of social support and emotional coping skills.

Overall, these inferential results show that criminology students’ academic journeys are
shaped by a complex interaction of motivation, stress, social perceptions, and
support, rather than by a single factor alone.

Slide 8 – Conclusion
Script (Presenter 5):

Based on our findings and discussion, we arrived at the following conclusions:

1. Criminology students are motivated by both intrinsic and extrinsic factors.

Internally, they are driven by passion for justice, curiosity about crime, and a
desire to serve society. Externally, they are influenced by job security, financial
stability, and the expectations of family and relatives already in the field.
2. Job market challenges and societal perceptions significantly affect their
emotional and psychological well-being.
Students feel stress, fear of rejection, and pressure due to competition and
negative images of law enforcement. However, many of them transform these
fears into motivation to work harder, attend trainings, and build skills.
3. Criminology education plays a crucial role in supporting or hindering these
students.
The participants emphasized the need for more hands-on activities,
internships, forensic-related training, updated curriculum, and strong
academic advisement and mentoring. When these are present, students feel
 more confident and prepared; when they are lacking, students feel lost and
unready for the profession.
4. Despite multiple challenges, criminology students show resilience.
Through self-reflection, perseverance, and reliance on support systems, they
continue to pursue their goals and remain committed to their chosen field.

In summary, our study shows that criminology students are not just passive recipients of
education; they are active agents who continue to strive for their dreams, provided that
the institution gives them the necessary academic, emotional, and career support.

The findings of this study have several important implications for practice, policy, and
research.

For practice, criminology educators and institutions should adopt more student-centered and
practical teaching strategies. This includes integrating hands-on activities, field exposure,
and internships, which students clearly identified as important for their learning and job
readiness. There is also a need to strengthen academic advisement, mentoring, and emotional
support, particularly for students who are working, irregular, or facing financial and academic
pressures. Schools should also provide career guidance programs, such as job readiness
seminars, job fairs, and mock interviews.

For policy, the results suggest that the criminology curriculum should be regularly updated to
match real-world demands, especially in areas like forensic science, legal procedures, and
investigative techniques. Institutions should also invest in equipment, laboratories, and
partnerships with law enforcement and justice agencies to support more authentic and relevant
learning experiences. Policies should consider the needs of working and irregular students,
who face unique challenges in balancing work and academics.

For research, this study opens opportunities for further investigation. Future studies may
include larger and more diverse samples, use mixed methods, or compare criminology with
other programs. Researchers can also explore the long-term effects of motivation, academic
stress, and support systems on employment outcomes and professional identity among
criminology graduates.

Script for Slide 4 (Conclusion)

In conclusion, this study has shown that criminology students’ academic pursuits are shaped by
both intrinsic and extrinsic motivations. Internally, they are driven by passion for justice
curiosity about crime, and a strong desire to serve society. Externally, factors such as family
expectations, job security, and financial stability also influence their decisions to enroll and
persist in the program.

At the same time, they face significant academic, financial, emotional, and societal
challenges. These include heavy workloads, financial struggles, stereotypes about criminology,
and fears about the job market and rejection.

Despite these barriers, many students demonstrate remarkable resilience, relying on support
systems, self-reflection, and personal determination to continue their studies.

The findings clearly point to the need for enhanced educational practices in criminology: more
practical training and internships, stronger mentoring and academic advisement, better
career coaching, and an updated, practice-oriented curriculum.

Overall, this study contributes to a deeper understanding of criminology education and highlights
concrete ways to better support students so that they can become competent, motivated, and
socially responsible criminology graduates ready to serve the justice system and society.