The Students’ Perception of Faculty Approachability and its Effect on Academic Performance in Selected Criminology Schools in Manila

This study explored the relationship between students’ perception of faculty approachability and academic performance among Criminology students from selected higher education institutions in the National Capital Region (NCR), Philippines. Anchored on Deci and Ryan’s Self-Determination Theory (1985), the research adopted a descriptive-correlational design using a researcher-made questionnaire that measured three domains of faculty approachability: accessibility, communication style, and overall supportiveness. A purposive sample of first-year Criminology students from the Philippine College of Health Sciences (PCHS) and Universidad de Manila (UM) participated in the study. Snowball sampling was applied to reach qualified respondents efficiently. Data were gathered through a self-administered Likert-scale survey and official academic records for the first semester of the school year 2024–2025. Results revealed a moderate level of faculty approachability in both schools, with School A scoring slightly higher across all dimensions. Academic performance data showed that most students fell within the “Fair” to “Satisfactory” categories, with no respondents reaching the “Excellent” or “Outstanding” levels. A significant positive correlation (r = 0.614, p < 0.001) was found between faculty approachability and academic performance, indicating that more accessible, communicative, and supportive faculty behaviors contribute to higher student achievement. Based on these findings, an evidence-based set.