A NEEDS ANALYSIS OF CRIMINOLOGY STUDENTS: BASIS FOR DESIGNING

INSTRUCTIONAL MATERIALS

RESULTS AND DISCUSSION

A needs analysis was conducted to identify and address the needs of the Criminology students in
ESP. After the interpretation of the results, a syllabus will then be made and a module will be designed
to develop the skills they need in their studies and in their jobs in the future.
The teacher made questionnaire was validated before it was used. The Likert scale of 1-4 was
used for rating the responses with 4 as the highest rating with the descriptive equivalent of Very
Important, 3 as Important, 2 as Of little importance and 1 as Unimportant.
The responses of students were tabulated, collated and treated with the appropriate statistical
tools to acquire the outcome of the study.

Rating Descriptive Equivalent

3.26-4.00 Very Important
2.51- 3.25 Important
1.75-2.50 Of little importance
1.00-1.75 Unimportant

The data gathered was classified into 5 macro skills and the needed sub skills were identified.
Table 1 shows the speaking skills needed of the students. Among the sub-skills presented, asking and
answering questions was identified as Very Important. 4 of these are rated Important. These sub-skills
are summarizing a text, describing an event/individual, expressing oneself and using appropriate
intonation and stress with the mean of 3.10, 3.00, 2.97 and 2.67 respectively. The rest of the sub-skills
have the descriptive equivalent of Of little importance.

I. SPEAKING 1 2 3 4 Mean Descriptive Equivalent

1. asking and answering questions 1 4 10 15 3.30 Very Important
2. summarizing a text 4 4 7 15 3.10 Important
3. describing an event/ individual 4 4 10 12 3.00 Important
4. comparing and contrasting 6 11 8 5 2.40 Of little importance
5. reasoning 10 5 6 9 2.47 Of little importance
6. making presentations 9 8 6 7 2.37 Of little importance
7. expressing oneself 3 6 10 11 2.97 Important
8. reacting to speech and lecture 12 13 2 3 1.87 Of little importance
9. producing correct pronunciation 11 12 5 2 1.93 Of little importance
10. using appropriate intonation and stress 6 6 10 8 2.67 Important

Table 1. Speaking Skills

 Table 2 shows the listening skills of the students. Among the sub-skills shown, 4 were rated
Important and the 6 were rated Of little importance. Obtaining specific information from news got the
mean of 2.83, understating complex sentences got 3.13, and listening for taking notes and deducing the
meaning of unfamiliar words or word group got 2.80 and 3.10 respectively.

II.LISTENING 1 2 3 4 Mean Descriptive Equivalent

1. obtaining gist of a text listened to 10 9 4 7 2.27 Of little importance
2.obtaining specific information from news 4 6 11 9 2.83 Important
3. understanding complex sentence 3 4 9 14 3.13 Important
4. recognizing speaker’s attitude/ purpose 10 9 6 5 2.20 Of little importance
5. listening for taking notes 4 9 6 11 2.80 Important
6. recognizing language structure 7 8 8 7 2.50 Of little importance
7. deducing the meaning of unfamiliar words or
word groups 4 3 9 14 3.10 Important
8. evaluating the importance of information 8 9 6 7 2.40 Of little importance
9. extracting the information not explicitly
stated 9 7 8 6 2.37 Of little importance
10. recognizing speech organization patterns
(lecture, announcement) 7 9 7 7 2.47 Of little importance
Table 2. Listening Skills
As shown on the Table 3, Analyzing an incident report got the highest mean of 3.27 with the
descriptive equivalent of Very Important under the Reading Skills. Predicting an outcome, identifying
the main idea, finding the supporting details, identifying fact from opinion, paraphrasing a read report
and responding critically were the sub skills identified as Important with the mean scores of 3.07, 3.23,
2.87, 2.77, 2.87 and 2.93. The rest of the sub skills remained Of little importance.

III. READING 1 2 3 4 Mean Descriptive Equivalent

1. predicting an outcome 3 4 11 12 3.07 Important
2. analyzing an incident report 1 4 11 14 3.27 Very Important
3. making inferences 7 12 5 6 2.33 Of little importance
4. identifying main ideas 3 1 12 14 3.23 Important
5. finding supporting details 4 5 12 9 2.87 Important
6. identifying fact from opinion 5 6 10 9 2.77 Important
7. paraphrasing a read report 4 5 12 9 2.87 Important
8. understanding jargons/ terminology used 6 9 9 6 2.50 Of little importance
9. transferring information 12 8 6 4 2.07 Of little importance
10. responding critically 5 3 11 11 2.93 Important
Table 3. Reading Skills
 Table 4 presents the Writing Skills of the students. The sub skill, Structuring Sentences has the
mean score of 3.27, rated as Very Important.4 of the remaining sub skills were rated Important namely,
making a spot report with the mean of 2.93, using appropriate vocabulary with 2.73 mean score,
expressing ideas clearly through paragraph writing with 2.70 mean and using correct punctuation with
the mean of 2.77. The remaining sub skills have the mean scores 2.20-2.47 with the descriptive
equivalent of Of little Importance.

IV. WRITING 1 2 3 4 Mean Descriptive Equivalent

1. structuring sentences 1 2 15 12 3.27 Very Important
2. addressing topic 9 9 5 6 2.20 Of little importance
3. developing ideas 8 9 7 6 2.37 Of little importance
4. grouping ideas 8 14 3 5 2.17 Of little importance
5. linking ideas 8 8 9 5 2.37 Of little importance
6. making spot report 4 5 10 11 2.93 Important
7. using appropriate vocabulary 5 8 7 10 2.73 Important
8. expressing ideas clearly through paragraph
writing 5 7 10 8 2.70 Important
9. using correct punctuation 5 7 8 10 2.77 Important
10. adapting appropriate tone and style 6 11 6 7 2.47 Of little importance
Table 4. Writing Skills
The last table shows the Viewing skills needed by the students. Among the sub skills, Analyzing
crime scene has the highest mean of 3.27 with a descriptive equivalent of Very Important. Followed by
Analyzing traffic signs and signals with 3.17 mean score, Identifying error on a given scene,
Interpreting images and videos and Following directions from a sketch/video instructions all with 3.07
mean score and Understanding visual images with 2.63 all of which were rated Important by students .
The unmentioned sub skills were all rated Of little importance.

V. Viewing 1 2 3 4 Mean Descriptive Equivalent

1. understanding visual images 6 7 9 8 2.63 Important
2. analyzing traffic signs and signals 2 2 15 11 3.17 Important
3. analyzing crime scene 1 4 11 14 3.27 Very Important
4. identifying error on a given scene 2 5 12 11 3.07 Important
5 . interpreting images and videos 2 4 14 10 3.07 Important
6. critiquing visual images and their meanings 7 9 7 7 2.47 Of little importance
7. evaluating an incident/crime 6 5 8 11 2.80 Important
8. distinguishing truth from fallacies 8 8 9 5 2.37 Of little importance
9. solving problem/ crime 8 8 5 9 2.50 Of little importance
10.following directions from a sketch/video
instruction 3 4 11 12 3.07 Important
Table 5. Viewing Skills
 A NEEDS ANALYSIS OF CRIMINOLOGY STUDENTS:
BASIS FOR DESIGNING INSTRUCTIONAL MATERIALS

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A Needs Analysis
Presented to the Faculty of the
COLLEGE OF EDUCATION
Advanced Education Division
University of Southeastern Philippines
Davao City

___________________________

In Partial Fulfillment of the Requirements for the Subject

EDL222
(English for Specific Purposes)

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CHARISSE MAE C. BERCO

MAY 2017