Developing Research Skills in Criminology Students  Through Interdisciplinary Approaches

Jayson  U. Gerona,; Christian  E. Marimon,; Omesirg  L. Ostos,; Rey Anthony  Pontillas,

Developing Research Skills in Criminology Students Through Interdisciplinary Approaches

Jayson U. Gerona | Christian E. Marimon | Omesirg L. Ostos | Rey Anthony Pontillas

Discipline: Education

Abstract:

This study examines the effect of interdisciplinary approaches on the development of research skills among criminology students at St. Francis Xavier College. Recognizing the critical need for research competence in criminology, this study examines how integrating insights from various disciplines, such as law, psychology, and sociology, enhances students' abilities to formulate research questions, design methodologies, and analyze data. Utilizing a quantitative, descriptive-correlational research design, data were collected from 245 criminology students at St. Francis Xavier College through a structured survey questionnaire. Findings indicate that interdisciplinary approaches, particularly curriculum integration, effective teaching strategies, and student engagement, significantly influence the development of research skills. Results show very high levels of both interdisciplinary approaches and research skills, with strong positive correlations between the two variables. Notably, student engagement was found to have the most substantial impact on research attitude and confidence. The study underscores the importance of adopting interdisciplinary frameworks in criminology education to foster critical thinking and evidence-based practice. Recommendations include enhancing curriculum design to reflect interdisciplinary connections, employing interactive teaching strategies, and promoting student engagement through collaborative research activities. This research contributes to the understanding of how interdisciplinary learning can prepare criminology students for effective research and professional practice, aligning with the goals of quality education and sustainable development.

References:

BMC Nursing. (2024). Effects of integration interdisciplinary learning on student learning outcomes and healthcare‑giving competence: A mixed methods study. BMC Nursing. https://doi.org/10.1186/s12912-024-02260-w
Brancolini, K. R., & Kennedy, M. R. (2017). The development and use of a research self‑efficacy scale to assess the effectiveness of a research training program for academic librarians. Library and Information Research, 41(124), 44–84. https://doi.org/10.29173/lirg760
Ciraso‑Calí, A., Martínez‑Fernández, J. R., París‑Mañas, G., Sánchez‑Martí, A., & García-Ravidá, L. B. (2022). The research competence: Acquisition and development among undergraduates in education sciences. Frontiers in Education, 7, Article 836165. https://doi.org/10.3389/feduc.2022.836165
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. https://doi.org/10.1002/nha3.20258
Kiem, M., Grabsch, T., & Schlegelmilch, A. (2020). Supporting research skill development in undergraduate education: A systematic review. Higher Education Research & Development, 39(2), 315–329. https://doi.org/10.1080/07294360.2019.1664992
Libradilla, J. F. A., Daig, C. E., Mosquiter, J. T., & Apolinario, R. C. (2023). The criminology internship: Its influence towards knowledge and skills development of criminology interns. Journal of Criminal Justice Education. https://doi.org/10.1080/10511253.2023.2266328
Lim, R. B. T., Tan, C. G. L., Voo, K., Lee, Y. L., & Teng, C. W. C. (2024). Student perspectives on interdisciplinary learning in public health education: Insights from a mixed‑methods study. Frontiers in Public Health, 12:1516525. https://doi.org/10.3389/fpubh.2024.1516525
Mahgoub, Y. (2018). Interdisciplinary teaching and student engagement: Enhancing learning in higher education. International Journal of Higher Education, 7(6), 194–203. https://doi.org/10.5430/ijhe.v7n6p194
McFadyen, A. K., Maclaren, W. M., & Webster, V. S. (2009). The interdisciplinary education perception scale (IEPS): An alternative remodelled sub‑scale structure and its reliability. Journal of Interprofessional Care, 21(4), 433–443. https://doi.org/10.1080/13561820701352531
Miksza, P., & Hash, P. M. (2023). Quantitative descriptive and correlational research. In P. Miksza & P. M. Hash, Design and analysis for music learning research (pp. 68–91). Oxford University Press. https://doi.org/10.1093/oso/9780197639757.003.0012
Pham, J., & Tanner, K. D. (2022). Student experiences of learning through interdisciplinary and research‑based instruction. CBE—Life Sciences Education, 21(4), ar58. https://doi.org/10.1187/cbe.22-05-0095
Santos, J., & Reyes, P. (2023). Awareness of research-related activities among college students in the Philippines. International Journal of Multidisciplinary Applied Business and Education Research, 21(10), 145–158. https://doi.org/10.38191/ijmaber.v21i10.2254
Stockdale, K. J., Sweeney, R., & McCluskey, C. (2022). Exploring the criminology curriculum – Using the intersectionality matrix as a pedagogical tool to develop students’ critical information literacy skills. Journal of Criminal Justice Education, 33(4), 567–585. https://doi.org/10.1080/10511253.2021.2019290
Teixeira, A., Azevedo, A., Pérez-Mongiovi, D., Caldas, I. M., & Costa-Rodrigues, J. (2023). Involving forensic students in integrative learning—A project proposal. Forensic Sciences, 3(1), 69–79. https://doi.org/10.3390/forensicsci3010007
Zhang, C., Wang, P., Zeng, X., & Wang, X. (2025). A case study on developing students’ problem‑solving skills through interdisciplinary thematic learning. Frontiers in Psychology, 16 Article 1447089. https://doi.org/10.3389/fpsyg.2025.1447089