ESP-3734

Published

2025-05-26

Issue

Vol. 10 No. 5 (2025): Published

Section

Research Articles

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Copyright (c) 2025 Armando A. Alviola

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How to Cite

A. Alviola, A. (2025). A knowledge-based material in juvenile delinquency for community learning campaigns. Environment and Social Psychology, 10(5), ESP-3734. https://doi.org/10.59429/esp.v10i5.3734

A knowledge-based material in juvenile delinquency for community learning campaigns

Armando A. Alviola

College of Criminal Justice and Sciences, Northwest Samar State University (NWSSU), Calbayog City, Samar, 6710, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3734


Keywords: awareness; community learning; juvenile delinquency; learning material

Abstract

There is a growing concern of juvenile delinquency in the Philippines, particularly among vulnerable youth exposed to poverty, violence, peer pressure, and a lack of proper guidance. Despite existing legal frameworks and educational programs, there remains a significant gap in accessible, community-based learning resources that specifically tackle juvenile delinquency in a culturally and socially relevant manner. This mixed-method study developed a knowledge-based material in juvenile delinquency in the Philippine context for community learning campaigns. Evaluators (n=357), such as practitioners, administrators, and instructors, were purposively sampled from higher education institutions (HEIs) in Eastern Visayas, Philippines. Among them, interviews (n=15) were also conducted to extract in-depth perceptions about the suitability, feasibility, and applicability of the proposed community learning material. Practitioners, administrators, and instructors consistently rated the material as very good in areas such as objectives, content, creativity, organization, and instructional activities. Notably, instructors gave higher ratings across most criteria, particularly in objectives and content, suggesting that the material aligns well with academic standards and classroom applications. In addition, the material was rated very good in terms of its suitability, feasibility, and acceptability, showing its pedagogical value and relevance in both academic and community-based settings. The material was also acknowledged for its social relevance, especially in addressing contemporary youth challenges such as peer pressure, lack of mentorship, and exposure to systemic issues like poverty and violence. Using community learning materials could serve as a transformative educational tool—not only enhancing knowledge but also building civic awareness and preventive action among young learners and communities.

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