Assessment of Pedagogical Approaches by Criminology Faculty: A Basis for Professional Intervention

Abstract

This study investigated the pedagogical approaches employed by criminology faculty members in higher education institutions across Cebu Province, Philippines, focusing on the implementation and effectiveness of these methods. As the criminology profession undergoes significant transformation, the adoption of sophisticated teaching strategies is essential to cultivate critical thinking and meet contemporary professional standards. Utilizing a quantitative, descriptive-correlational research design, the study systematically evaluated the implementation of learning objectives, faculty content knowledge, teaching strategies, instructional materials, and assessment techniques. The findings demonstrated that while faculty members possess a strong foundation in establishing clear learning objectives and exhibit a commendable mastery of their subject matter, significant pedagogical challenges persist. Specifically, the data revealed critical gaps in curriculum alignment and student engagement. Notably, the study established a significant positive correlation between the level of implementation and the perceived effectiveness of teaching strategies, confirming that the quality of instructional delivery is a primary driver of student outcomes. To address these challenges, the research proposes a framework for ongoing professional development and the strategic integration of educational technology. By advocating for a shift from traditional, lecture-based models toward more dynamic, studentcentered strategies—such as project-based learning and flipped classrooms—this study provides actionable insights for improving educational practices. Ultimately, the research emphasizes that pedagogical reform is necessary to bridge the gap between academic instruction and the complex, real-world demands facing future criminologists.