Abstract
This research explored the link between academic performance and board examination results in six subject areas. Analysis of mean, standard deviation, and verbal descriptions of academic performance across courses revealed fair and satisfactory results, but board examination outcomes consistently showed poor performance across all programs. Key predictors were identified for each program, such as the significant influence of Criminal Law Book 1 on board exam scores in Criminal Law and Jurisprudence. The study concludes that academic performance is crucial in predicting board examination outcomes, underscoring the importance of continuous monitoring, customized curriculum adjustments, enhanced experiential learning, and comprehensive board exam review programs. The research proposes that focused interventions, such as extra support for difficult subjects and specialized training modules, can significantly enhance the overall success rates of students in board examinations across the studied programs. With this, an intervention program entitled “Empowering Minds: Boosting Criminology Students for Academic and Exam Excellence” is developed. The program cultivates lifelong learning, confidence, and practical skills, emphasizing diverse subjects and fostering strong communication, collaboration, critical thinking, and problem-solving abilities. This research provides valuable insights for enhancing the effectiveness of criminology programs for educators, administrators, and students. This study addresses SDG 4 by improving criminology education and equipping students with critical skills for lifelong learning and responsible citizenship.
