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Abstract

This study examines the relationship between reading comprehension skills and academic performance in third year Criminal Law courses at Rizal Memorial College in Davao City. It uses standardized reading assessments, analysis of academic records, and interviews with Criminology students to measure how reading comprehension impacts their grades. The research aims to identify specific reading challenges students face with legal texts. The findings are expected to show a significant correlation between reading skills and academic performance, highlighting the importance of effective reading for legal education. The implications could help educators tailor instruction to improve outcomes and inform research on supporting students' mastery of criminal law.

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184 views1 page

Abstract

This study examines the relationship between reading comprehension skills and academic performance in third year Criminal Law courses at Rizal Memorial College in Davao City. It uses standardized reading assessments, analysis of academic records, and interviews with Criminology students to measure how reading comprehension impacts their grades. The research aims to identify specific reading challenges students face with legal texts. The findings are expected to show a significant correlation between reading skills and academic performance, highlighting the importance of effective reading for legal education. The implications could help educators tailor instruction to improve outcomes and inform research on supporting students' mastery of criminal law.

Uploaded by

janmar.denoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Abstract

This study digs into the connection between perusing perception abilities and the
scholarly exhibition of third year Criminal Law courses at the Rizal Memorial College (RMC) of
Davao City. With the complexities and itemized nature of criminal regulation, the capacity to
completely comprehend and basically draw in with lawful texts is essential for scholarly and
proficient outcome in the area of criminal science. The examination means to measure the
effect of perusing cognizance capacities on understudies' levels in Criminal Regulation subjects,
subsequently giving bits of knowledge into the more extensive scholastic difficulties and
amazing open doors inside legitimate training.

Employing a correlational research design, the study gathers data from a sample of 3rd
year Criminology students at RMC. The research methodology includes the use of standardized
reading comprehension assessments designed specifically for legal texts, analysis of academic
records in Criminal Law courses, and structured interviews with participants to gain deeper
insights into their reading practices, challenges, and perceptions.

The research findings are expected to demonstrate a significant relationship between


students' reading comprehension skills and their academic performance in Criminal Law. This
correlation underscores the critical role of effective reading and analytical skills in navigating the
complexities of legal education. Additionally, the study aims to identify specific reading
comprehension challenges faced by Criminology students, such as vocabulary, sentence
structure, and the conceptual density of legal materials.

The implications of this study are far-reaching, offering valuable feedback for educators
and administrators at RMC and similar institutions. By understanding the specific reading
comprehension needs of Criminology students, educators can tailor instructional strategies and
support services to improve academic outcomes. Furthermore, the study contributes to the
literature on legal education by highlighting the foundational role of reading comprehension in
the mastery of criminal law, suggesting avenues for future research and curriculum
development to better prepare students for their future careers in the criminology field.

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