THE CYBERSECURITY AWARENESS AND PREPAREDNESS OF THE

CRIMINOLOGY STUDENTS IN CRISIS

A Thesis Proposal
Presented to the Faculty
Of the College of Criminal Justice Education
University of Mindanao
Davao City

_______________________________

In Partial Fulfillment of the Requirements

For the Degree of Bachelor of Science in Criminology

_______________________________

GALLANA, JIVAN B.

ADOLACION, ARLEE B.

DELA GRACIA, CHARMEE ROSE T.

February 2025

1
 INTRODUCTION

As technology advances and internet usage expands, the risks and

vulnerabilities associated with cybercrimes has multiplied (Goodman, 2015). As

technology has become increasingly important in a globally interconnected world, it

has also created new opportunities for criminal behavior and poses new challenges

for how the criminal justice system responds to crime (Payne, 2016). The lack of

preparedness among criminology students about cyber security issues is a pressing

concern in an increasingly digital world. This problem poses significant challenges

for their professional competence and the broader criminal justice system. Students

often underestimate the impact of cyber security threats on individuals,

organizations, and governments due to insufficient exposure to real-world cases or

trends. Many criminology students do not see cyber security as directly relevant to

their field, leading to a lack of motivation to learn. According to Jones & Parks

(2019), this lack of proper knowledge about cybersecurity leaves the students both

vulnerable to being a victim and becoming a perpetrator of cybercrime.

Cybersecurity should be prioritized across an organization, not just in the IT

department (Green, 2015). Bridging this gap through education, training, and

awareness will empower future professionals to combat cybercrime effectively and

uphold justice in the modern age.

The evidence indicating that criminology students are not adequately

prepared of cyber security during crises can be found in several areas, including

academic studies, professional feedback, real-world case studies, and institutional

analysis. Surveys conducted among criminology students often reveal a lack of

understanding of basic cyber security concepts, such as malware, phishing,

encryption, and digital forensics. A 2020 study in The Journal of Criminal Justice

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Education found that most criminology programs do not require courses in cyber

security, leaving students unprepared for modern crime trends. Although college

students may think of themselves as tech-savvy digital natives, 2021 research by

Atlas VPN found that millennia’s and Gen Z were the most likely age groups to fall

for phishing email. Almost 20% Of Gen Zers and 18% or millennia’s have had their

identity stolen at least once (National Cyber security, Alliance, FBI Internet Crime

Center).

Studying the preparedness and awareness of criminology students during a

cyber-security crisis is crucial in addressing the evolving challenges posed by

cybercrime. Assessing their preparedness ensures they can meet the demands of

modern law enforcement and criminal justice. Criminology graduates are often

employed in roles that require addressing both physical and digital crimes. It can

provide public trust in the justice system is bolstered when cybercrimes are resolved

efficiently. Ensuring students are well-prepared to handle these cases contributes to

a more competent and trusted system. Studying the preparedness and awareness of

criminology students during cyber security crises is vital for ensuring they can

effectively address the complexities of modern crime. It drives improvements in

education, enhances investigative capabilities, and strengthens the overall criminal

justice system's ability to combat cyber threats. By investing in this area, we can

build a workforce ready to tackle the challenges of the digital age.

The connection between being prepared and aware as a criminology student

during a cyber-security crisis is essential for effectively addressing and mitigating

cyber-related crimes. This relationship ensures that students can adapt to the

evolving nature of crime in a digital era and contribute meaningfully to the criminal

justice system. It can anticipate Cyber Threats and prepared students can identify

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potential cyber security risks and anticipate Cybercriminal behaviors, allowing for

proactive responses to prevent attacks. Awareness allows students to differentiate

between traditional crimes and those facilitated through digital means, such as

phishing, hacking, and online fraud. Also prepared and aware students understand

how to collect, preserve, and analyze digital evidence without compromising its

integrity. Preparedness equips students with the skills and knowledge needed to act,

while awareness ensures they remain vigilant and informed about the complexities of

cyber threats. Together, these qualities enable students to excel in both academic

and professional settings, contributing to a safer and more secure society

Recently, cybercrime has become an urgent issue, with considerable effects

on individuals, organizations, and society as a whole (Gillespie, 2019). With the

advancement of technology and the growing use of the internet, the risks and

vulnerabilities related to cybercrime have expanded (Goodman,2015). The lack of

awareness and education about cybercrime has led to numerous cases of young

individuals in the Philippines getting involved in cybercrime (Abuda, 2020). According

to Kim and Lee(2021), although students grasped fundamental cybercrime concepts,

there was a considerable gap in their readiness to handle actual cyber crises. This

gap in in knowledge leaves students vulnerable to both becoming victims and

perpetrators of cybercrime (Jones and Parks, 2019)

The Social Cognitive Theory can be applied to the study by examining how

criminology students learn and develop their cyber security awareness and

preparedness. The theory suggests that students learn cyber security behaviors and

attitudes by observing others, such as instructors, peers, or online resources. The

theory also suggests that students' self-efficacy in cyber security is influenced by

their past experiences, reinforcement, and modeling.

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 Independent Variable Dependent Variable

CYBERSECURITY PREPAREDNESS OF THE

AWARENESS CRIMINOLOGY STUDENTS IN
CRISIS
 Awareness on terms
used in cybersecurity  Safety measures in online
 Awareness on security purchases
software for various  Precautions in software
devices settings
 Awareness on security  Knowledge in user settings
aspects for tablets and
mobile devices
 Awareness to sources of
security bleaches

Figure 1: The conceptual framework of the study

Shown in the figure 1 is the conceptual framework of the study. The

independent variable is the cyber security awareness .This refers to the knowledge,

understanding, and practices of criminology students regarding the risks, prevention,

and mitigation of cyber security threats.

The dependent variable of the study is the preparedness of the criminology

student in crisis. This refers to the level of readiness and the ability of criminology

students to respond to and manage cyber security risks in their academic and

professional activities.

While existing studies have explored the cyber security awareness and

preparedness of various groups, including students, professionals, and

organizations, there is a lack of research focusing specifically on criminology

students in crisis situations. Criminology students, who will become future law

enforcement and security professionals, are critical stakeholders in cyber security.

The current study aims to address this research gap by investigating the cyber

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security awareness and preparedness of criminology students in crisis situations,

including their knowledge, attitudes, and behaviors regarding cyber security threats,

risk management, and incident response. This study will provide valuable insights

into the cyber security preparedness of future law enforcement and security

professionals, informing the development of targeted cyber security education and

training programs.

The main objective of this study is to determine the significant relationship

between cyber security awareness and the criminology students' preparedness for

cyber security threats, specifically in the context of their academic environment.

Additionally, this study seeks to challenge existing norms and offer relevant insights

into the relationship between cyber security awareness and preparedness among

criminology students in crisis situations. It is important to develop a framework that

assesses the level of cyber security awareness and crisis readiness of criminology

students, particularly within their academic environment. As a result, the researchers

delve deeper into the specific objectives of this study which were as follows:

(1) To assess the level of cyber security awareness among criminology

students in the University of Mindanao.

(2) To evaluate the level of preparedness for cyber security threats among

criminology students in the University of Mindanao.

(3) To examine if there is a significant relationship between cyber security

awareness and preparedness for cyber security threats among criminology

students;

(4) To determine if cyber security awareness significantly influences the

preparedness of criminology students for cyber security threats.

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 The Philippines is currently facing an ethical dilemma in computing related to

moral values, privacy, and other societal norms that impact individuals' lives. Issues

such as cybersex, pornography, cyber stalking, identity theft, financial theft, and

similar crimes have been reported by various news outlets (Verecio, 2016). Evidence

indicates that cybercrimes are increasing in the country, presenting significant

threats to individuals, organizations, and national security (Cajes, 2020; National

Privacy Commission, 2021). Therefore, this study is highly relevant in today's digital

era. It seeks to address this issue by examining the level of cybercrime awareness

among students. The rapid digitalization of education and social interactions has

emphasized the need to study cybercrime awareness among students, as it exposes

them to various cyber risks (Erkomaishvili & Gillies, 2023). Despite greater

connectivity, there remains a considerable gap in students' understanding of

sophisticated cyber threats such as phishing, ransom ware, and social engineering,

as pointed out in recent studies (Reyadul & Reyad, 2023; Garba et al., 2020). With

the increasing frequency of hacking attacks on data systems in schools and

universities, it is crucial for students to understand the consequences and challenges

of cyber security and cybercrime. As such, it is important to assess students'

awareness levels and address this research gap in a proactive manner.

METHODS

In this section presents the study participants, materials and instruments, and

design and procedure.

Study Participant

The participants of this study will be the criminology students from the

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University of Mindanao, mainly those who meets the specific criteria. In order to

maintain the accuracy and validity of the information gathered, the non-working

criminology students ranging from 1st year to 4th year according to what standing is

being reflected in their student portal, regardless if regular or irregular, will be

included. We purposely chose the non-working students to be our research

participants to ensure the accuracy of our study as we aspire to know the

cybersecurity awareness and preparedness of the full-time criminology students

only.

This study uses simple random sampling to ensure a thorough representation

of the target population. This method ensures that every eligible individual in the

population has an equal opportunity of being chosen, reducing the risk of bias and

enabling a detailed analysis of sampling errors. Simple random selection is carried

out to guarantee that each student in the designated population has an equal chance

of being included in the sample. This method assumes that the characteristics of the

selected respondents through random sampling ensures that the results can be

generalized to the larger population of criminology students at the university,

capturing a wide range of experiences and knowledge regarding cybersecurity.

The respondents to be included in this study are 315 Criminology students

from the University of Mindanao, Davao City. Using raosoft sample size calculator, a

population of 3,300 constitutes 315 respondents Table 2 shows the distribution of the

respondents.

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 Year Level N n

1st 1,500 84

2nd 800 80

3rd 600 78

4th 400 73

Total 3,300 315

Table 2. Distribution of the criminology students-respondent

Materials and Instrument

Since we are conducting a quantitative research, the primary research

instrument that will be utilized in this study is a survey questionnaire. The survey

questionnaire includes items designed to measure the students’ knowledge,

understanding, and awareness of cybersecurity topics, such as data privacy, internet

safety, and common cybersecurity threats. The items for the survey were adapted

from existing, validated instruments in the field of cybersecurity education to ensure

accuracy, reliability, and relevance to the criminology student population. The

questions were further refined to align with the specific context of criminology

students and their unique interaction with cybersecurity issues. This study will utilize

an adapted questionnaire comprising two (2) variables. Each variable is adapted

from different sources.

Cybersecurity Awareness. The First part of the questionnaire will be about the

independent variable, which is the cyber security awareness of the criminology

students. The independent variable is utilized from the study of Tirumana;

Abdulhosein; and Pang (2021). The independent variable has four (4) indicators:

Awareness on cybersecurity terms, Awareness to security software for various

9
devices, Awareness on security aspects for tablets and mobile devices, and

Awareness to sources of security bleaches.

Cybersecurity Preparedness. The second part of the questionnaire is the

dependent variable, which is the preparedness of criminology students against

cybersecurity threats. The dependent variable will be utilized from Lee’s (2020)

research. The dependent variable has three (3) indicators: Safety measures in online

purchases, Precautions in software settings, Knowledge in user settings.

Responses were rated on a 5-point Likert scale, where higher scores indicate

more effective and timely responses. On a five-point Likert scale, from 1 (Strongly

Disagree) to 5 (Strongly Agree), respondents will be asked to rate their level of

agreement with each item. The items are averaged to produce the scores for each

dimension. Each dimension can receive a score between one and five. Higher

scores indicated more significant levels of the dimension and OCB in each

dimension. Lower scores on each dimension mean that dimension's levels are also

lower overall. By utilizing an established instrument, this study ensures consistency

with existing research and enhances the reliability of the response time data

collected, allowing for a robust analysis of factors affecting cybersecurity

preparedness of the criminology students.

The following methods of data analysis guides the organization of data in the

study with the scoring range adopted from the Accrediting Agency of Chartered

Colleges and Universities in the Philippines (AACCUP, 2022) and CHED NBC 461,

s. 2022:

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Cybersecurity Awareness and Preparedness of Criminology Students

Scale Range Descriptive Interpretation

Rating

5 4.51-5.00 Strongly Agree Very High

4 3.51-4.50 Agree High

3 2.51-3.50 Undecided Moderately High

2 1.51-2.50 Disagree Low

1 1.00-1.50 Strongly Disagree Very Low

The research methodologies for evaluating the validity and reliability of the

survey items used in the studies will follow a structured process of validation and

reliability testing, as the instruments have already undergone thorough construct

validation and reliability assessments. Additionally, to ensure the relevance and

appropriateness of the content, the scales will be reviewed by two experts in law

enforcement practice and two specialists in organizational psychology. Their

feedback will be incorporated to improve the tool. Reliability analysis of the final

questionnaires will be performed using SPSS 20 software, with a Cronbach’s α test

calculated. A value of 0.70 or higher will be considered acceptable for internal

consistency, according to Cronbach (1951). A university data processor will perform

the reliability test for final confirmation. The following table will present the results of

the internal consistency checks.

Scales Cronbach’s Alpha N of Items

Cybersecurity awareness 20
Preparedness of the criminology
10
students in crisis

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 Table 3.Test of Internal Consistency Report

Design and Procedure

This study will use a quantitative research design. According to Bhandari

(2020), a quantitative research design is a process of collecting and analyzing

numerical data. It can be used to find patterns and averages, make predictions, test

causal relationships, and generalize results to wider populations. The design

involves collecting information and gathering quantifiable data to be analyzed using

mathematically based methods to explain the results. This study adopts a

quantitative research design, focusing on collecting numerical data to examine the

relationship between cybersecurity awareness and criminology students in the

University of Mindanao.

The quantitative approach is suitable for this study, as it allows for statistical

analysis to explore the level of awareness among criminology students and how this

shows their readiness amidst crisis.

This study will use descriptive survey research, McCombes (2019) explains

that descriptive survey research is a type of research to better define an attitude,

opinion, and behavior held by a group of people on a given subject. In addition, the

descriptive-survey design aims to accurately and systematically describe a

population, situation, or phenomenon. However, the focus of this study will be on the

Cybersecurity Awareness and Preparedness of Criminology Students in Crisis.

The research procedure for this study is organized into three main phases:

pre-study, during the conduct of the study, and post-study.

Pre-Study Procedures: The process begins with obtaining formal approval

from the university’s academic and ethical review boards to ensure the research

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meets all institutional guidelines and ethical standards. Following this, a formal letter

will be addressed to the College of Criminal Justice Education, University of

Mindanao, requesting permission to access and involve criminology students in the

study. This letter will detail the study’s objectives, significance, and methodology.

Simultaneously, a letter will be sent to the Dean of the College, informing them of the

study's purpose and seeking their support and cooperation in facilitating the

research.

During the Conduct of the Study: Upon receiving the necessary approvals,

the researcher will distribute the validated and piloted questionnaires to the selected

criminology students. This distribution will be coordinated with the College of

Criminal Justice Education to ensure proper handling and confidentiality of the data.

Data collection will involve administering the questionnaires and providing support to

participants to address any issues or questions they may have. The researcher will

actively monitor the data collection process to ensure adherence to the research

protocol and resolve any emerging challenges.

Post-Study Procedures: After data collection is complete, the researcher will

analyze the data using statistical software such as SPSS 20 to assess the reliability

and validity of the instruments. This analysis will include performing a Cronbach’s

Alpha Test to evaluate the internal consistency of the questionnaire items. The

findings will be compiled into a comprehensive research report, which will be

submitted to the university. Additionally, the results will be considered for publication

in academic journals to contribute to the broader field of study. Finally, feedback will

be provided to the participants and stakeholders, acknowledging their contributions

and summarizing the study’s findings and implications for future practice and

research.

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 This study will use appropriate statistical tests, including calculations for

average (mean), spread (standard deviation), and correlation (Pearson's r). The

mean, representing the typical value, is found by dividing the total values of the

sample (Hurley and Tenny, 2023). Standard deviation measures the amount of

variability within a set of values in relation to the mean, calculated differently

depending on whether the data represents a sample or the entire population (Omda

and Sergent, 2023). Pearson's correlation (R) is a statistic used to evaluate the

strength and direction of a linear relationship between two continuous variables

(Turney, 2023). Once the researchers have gathered the completed questionnaires,

only those that are deemed valid will be counted and passed on to the school

statistician for data computation.

The researchers conducting this study were dedicated to following ethical

standards throughout the research process. Participation in the study was

completely voluntary, and potential participants were not required to complete or

respond to the research questionnaire. They had full freedom to choose not to

participate or answer. All participants were informed in advance about the entire

research process and any potential risks to their well-being. Measures such as

ensuring anonymity were taken to protect their personal information, including details

like names, age, and academic programs. Importantly, the study did not involve any

high-risk factors that could harm an individual's physical, psychological, or

socioeconomic well-being. Additionally, it was distinct because it was an original

research work with no instances of plagiarism.

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