Programs and Policies, Pedagogies, and learning Assessment for Criminology Review Centers

This study assessed the programs and policies, pedagogies, and learning assessment methods of criminology review centers to evaluate their effectiveness in preparing reviewees for the Criminologists Licensure Examination. Using a descriptive research design, data were collected from 384 respondents through a self-made structured survey and analyzed using appropriate statistical tools. Results revealed inconsistencies in grievance handling, instructor qualifications, and performance tracking. While Problem-Based Learning (PBL) and discussions were effective, Game-Based Learning (GBL) and flipped classrooms were underutilized. Pre-tests and post-tests were inconsistently applied, and remedial support was lacking. Additionally, inadequate facilities, unreliable internet access, and high stress levels further hindered student performance. To address these issues, an action plan was proposed by the researcher recommending policy improvements, enhanced teaching strategies, standardized assessments, technological upgrades, and extensive student support services. Implementing these measures may improve student engagement, increase passing rates, and enhance criminology education.