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

Jorelle Filoteo

Citation: Jorelle Filoteo, "The Students’ Perception of Faculty Approachability and its Effect on Academic Performance in Selected Criminology Schools in Manila", Universal Library of Innovative Research and Studies, Volume 02, Issue 03.

Copyright: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

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.


Keywords: Perception of Faculty Approachability, Effect of Academic Performance, Criminology Students.

Download doi https://doi.org/10.70315/uloap.ulirs.2025.0203009