Lived Experiences of Criminology Students on Academic Preparedness through Review Center Participation

The increasing demand for licensure examination success has intensified the need for effective preparatory support systems among criminology students. This study examined the lived experiences of criminology graduates in relation to review center programs and their perceived contribution to academic preparedness for the Criminologist Licensure Examination. A qualitative phenomenological research design was employed to capture in-depth accounts of participants who had undergone structured review training. Twelve (12) criminology graduates from Ozamiz City, Philippines, who successfully passed the CLE, were purposively selected as participants. The study acknowledges that focusing solely on successful passers may limit the breadth of perspectives regarding review center effectiveness. Data were gathered through semi-structured interviews lasting approximately 30–60 minutes per participant and analyzed using Moustakas’ phenomenological approach through bracketing, horizontalization, clustering of meanings, and synthesis of textual and structural descriptions to identify significant statements and essential meanings. The findings of the study generated the following cluster themes: Experiencing the Review Center as a Supportive and Challenging Learning Environment; Experiencing the Impact of Review Center Programs and Learning Resources; Experiencing the Process of Confronting and Overcoming Academic Weaknesses; Experiencing Instructor Influence and the Development of Test-Taking Competence; Experiencing the Review Center as a Complement to Formal Education; and Experiencing Peer Support, Confidence Development, and Exam Readiness. Verbatim participant quotations were used to support each theme, strengthening the credibility and authenticity of the findings. The study concludes that review centers significantly enhance criminology students’ academic preparedness by providing structured learning, targeted remediation, instructional support, and collaborative learning opportunities that collectively improve confidence and examination readiness. It is recommended that review programs further strengthen learner-centered instruction, improve learning environments, integrate diagnostic and individualized support mechanisms, and enhance collaboration among instructors, peers, and institutions to optimize licensure examination outcomes.

academic preparedness, criminology education, licensure examination, peer support, review centers, test-taking competence

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