EXPLORING THE BEHAVIORAL TRAITS OF CRIMINOLOGY STUDENTS TOWARDS BLENDED LEARNING

Authors

  • Charles Murley O. Alfeche Student, College of Criminal Justice Education, University of Mindanao, Bolton Street, Davao City, 8000, Philippines
  • Dearyl Jhay T. Anticamara Student, College of Criminal Justice Education, University of Mindanao, Bolton Street, Davao City, 8000, Philippines
  • Christian Joshua M. Arpon Student, College of Criminal Justice Education, University of Mindanao, Bolton Street, Davao City, 8000, Philippines
  • Exequiel R. Gono Jr. Faculty Member, Dr., College of Criminal Justice Education, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i10.6207

Keywords:

blended learning, criminology education, behavioral traits, student engagement, learning environment

Abstract

This study examines the behavioral traits of University of Mindanao criminology students with reference to blended learning using a mixed-method approach supported by exploratory factor analysis. The study identifies the key mindsets influencing students' interactions with blended learning environments, drawing on the unified theory of acceptance and use of technology and the theory of planned behavior. A total of 150 students participated in the quantitative survey, which was complemented by qualitative interviews with ten carefully selected respondents. The five primary factors that were shown to have an impact on students' behavior were decreased motivation and engagement, adaptability and self-regulation, reliance on digital resources, emotional difficulties and social disconnection. The findings emphasize the importance of removing technological disparities, promoting dynamic and flexible learning settings, and enhancing student-teacher involvement to optimize blended learning for criminology education. The study offers useful information for educators and organizations seeking to improve their instructional strategies and student support systems in blended learning settings. The study concludes that knowledge of students’ behaviors, perceptions, and challenges in blended learning contexts is necessary to improve educational outcomes. These discoveries have important implications for educators and institutions because they highlight the need to develop adaptable, student-centered, and technologically supportive educational practices. By tackling this problems, educational institutions and organizations can raise student satisfaction, enhance academic achievement, and increase the effectiveness of blended learning.

 

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Author Biography

  • Exequiel R. Gono Jr., Faculty Member, Dr., College of Criminal Justice Education, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

    Exequiel R. Gono Jr. is a faculty member at the College of Teacher Education of the University of Mindanao, Matina Campus. He is a member of the Philippine Statistical Association, the Philippine Association of Researchers and Statistical Software Users, the Philippine Association for Teacher Education, Mathematics Teacher Education, and the Philippine eLearning Society (Member). His research interests are Mathematics Education, Assessment of Learning, Mathematical Modeling, and Applied Statistics.

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Published

2025-08-15

Issue

Vol. 12 No. 10 (2025)

Section

Articles

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