Retention Policies and Academic Support Services in Relation to Board Examination Readiness among Criminology Students

Retention policies in the Philippines serve as a mechanism to uphold academic excellence and ensure that students meet the necessary standards in their respective programs. This study explored the implementation of retention policies and academic support services in Criminology programs and their relationship to board examination readiness. This study employed descriptive-correlational design. The respondents were the 100 students selected through stratified random sampling. Data was collected using modified questionnaires. The statistical tools used were Mean, Standard Deviation, Pearson Product correlation, Coefficient and Regression Analysis. Findings revealed that the level of effectiveness of retention policies in terms of grade requirements, and probational policies rated very high however dismissal policies have high level of effectiveness. Students view retention policies—particularly grade requirements and probation policies—as highly effective in promoting academic success, though they perceive dismissal policies as slightly less supportive. The institution may strengthen its existing retention policies by emphasizing the supportive aspects of grade requirements and probation policies, rather than solely focusing on the punitive nature of dismissal policies. This could involve framing these policies as opportunities for students to receive targeted assistance and improve their academic standing, fostering a more positive and proactive approach to academic success.