EXACT COLLEGES OF ASIA

AWARENESS OF STUDENTS AND FACULTY OF THE COLLEGE OF

CRIMINAL JUSTICE EDUCATION IN A PRIVATE HIGHER
EDUCATION INSTITUTION IN SAFE SPACE ACT

An Undergraduate Research

Presented to

Exact Colleges of Asia

In Partial Fulfilment

Of the Requirements for the

Criminological Research

By:

Bati, Jonard D.

Cabales, Hanna Mae G.

Fortim, Kayl A.

Jimenez, John Paul D.

Lagman, John Paul N.

Roque, Ken Jesar M.

Sandoval Jasmin M.

May 2025

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Safe Spaces Act, also known as Republic Act No.

11313, was signed into law in the Philippines in 2019 to

address gender-based sexual harassment in public and private

spaces, including schools, workplaces, and online platforms.

This law aims to eradicate all forms of harassment, such as

catcalling, unwanted sexual advances, cyberstalking, and

other acts that threaten an individual's safety and dignity

(Valerio, 2020). By encouraging a culture of respect, the

Safe Spaces Act is intended to create safer environments for

all, especially in educational institutions where young minds

are molded.

In higher education, the Safe Spaces Act requires

schools and universities to adopt preventive and corrective

measures against sexual harassment. These include creating a

mechanism for complaints, providing gender sensitivity

training, and developing policies to address harassment cases

(Garcia, 2021). These steps will ensure that learning

institutions uphold the rights and safety of students,

faculty, and staff. Yet, in reality, the application of the

law and its awareness differ greatly between institutions,

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leading to concerns over its efficacy in fostering

inclusiveness and security.

Despite the efforts put into the implementation of the

Safe Spaces Act, studies show that there are still gaps in

the awareness of stakeholders in educational institutions. A

study conducted by Santos and Cruz (2022) on Filipino college

students showed that many were aware of the existence of the

law but were not well-informed about its provisions,

especially its applicability within schools. Similarly,

university administrators expressed the need for more robust

information dissemination to support effective compliance

(Santos & Cruz, 2022).

Private higher education institutions, being usually

independent of public policies, are uniquely challenged to

implement the Safe Spaces Act. Baluyot (2023) reported that

these institutions might face limited resources for awareness

campaigns and lack of training for staff and faculty.

However, this independence also allows them to innovate and

integrate anti-harassment policies according to their

community needs.

The CCJE has the special mandate to promote awareness of

this Safe Spaces Act since its students and faculty are

embodying principles of justice and the law enforcement act.

According to Mercado and Ramos (2023), a study showed the

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importance of teaching future criminal justice professionals

about gender sensitivity and anti-harassment laws in

preparing them for the ethical practice in their field. Their

research emphasized the fact that awareness of CCJE students

directly determines their ability to enforce the law both in

and out of their learning environment.

The faculty must also be aware of the Safe Spaces Act

since professors and staff are role models and implementers

of the policies of the institution. Lopez, in his 2024 study,

stated that faculty knowledge of the law determines how

faculty members respond to harassment cases and promote a

positive learning environment. This calls for continuous

training and education for educators to play both roles as

mentor and policy implementer.

Moreover, research suggests that including the Safe

Spaces Act in the criminal justice education curriculum is a

promising approach to raising awareness. According to Delgado

(2021), there is a need to include discussions about gender-

based harassment laws in law and criminology courses since

early exposure equips students with knowledge and skills that

will help them address these issues in their future careers.

The cultural and institutional context of private higher

education institutions also shapes the implementation of the

Safe Spaces Act. Awareness programs are influenced by

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leadership support, community engagement, and access to

resources (Manalo, 2022). Understanding these dynamics is

essential in crafting policies and programs that will fit the

uniqueness of these institutions.

Given these considerations, assessing the awareness of

the Safe Spaces Act among students and faculty in the CCJE of

private higher education institutions is of paramount

importance. Understanding the level of awareness can shed

light on the gaps in knowledge and implementation, paving the

way for more targeted interventions.

The awareness of the Safe Spaces Act among students and

faculty is a crucial factor in ensuring its successful

implementation in private higher education institutions. This

study aims to explore the awareness levels within the CCJE,

contributing to a safer and more inclusive academic

environment that aligns with the principles of the Safe

Spaces Act (Republic Act No. 11313).

Background of the Study

The Safe Spaces Act, or Republic Act No. 11313, is a

landmark legislation in the Philippines that addresses all

forms of gender-based sexual harassment in public spaces,

workplaces, educational institutions, and online platforms.

The law was enacted in 2019 and aims to establish a culture

of respect and safety for all individuals by penalizing acts

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like catcalling, stalking, cyber harassment, and other forms

of harassment that put personal security and dignity at risk

(Republic Act No. 11313, 2019). In particular, educational

institutions are tasked with comprehensive measures to

prevent and address harassment to ensure campuses are safe

spaces for learning and growth.

In higher education, the implementation of the Safe

Spaces Act assumes particular importance as universities and

colleges play a crucial role in the molding of attitudes and

behaviors for future professionals. It has been observed that

the knowledge of the existence of such laws dealing with

harassment significantly affects the response of individuals

to prevent such incidents from occurring. A study by Garcia

and Santos (2021) found that students who were educated about

the Safe Spaces Act were more likely to report incidents of

harassment and advocate for safer environments in their

communities.

The College of Criminal Justice Education is uniquely

positioned to lead by example in upholding the Safe Spaces

Act. In consideration of the emphasis on training law

enforcement and justice personnel for the future, CCJE

programs should put much emphasis on gender sensitivity,

legal literacy, and ethical conduct. However, Mercado and

Ramos (2023) argued that while a few CCJE students were

reported to be familiar with the provisions of the law,

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others lack the full implications of the said law, implying a

need to improve education and advocacy in those institutions.

The problem is that, in private institutions,

implementing the Safe Spaces Act would pose a challenge given

that they generally exist independently. Oftentimes, private

higher education institutions have resource constraints that

severely limit their ability to carry out mass promulgation

programs and training. According to Baluyot (2023),

institutional culture, leadership support, and access to

resources are critical factors that decide the efficiency and

effectiveness of anti-harassment initiatives in private

schools. Despite these challenges, private institutions also

have the flexibility to design and implement policies

tailored to their specific community needs.

Students and faculty awareness is crucial for the

successful implementation of the Safe Spaces Act. Faculty

members play a dual role as educators and enforcers of

institutional policies, making their understanding of the law

essential for fostering a safe and respectful learning

environment. Lopez (2024) argued that informed faculty will

be able to address harassment cases and direct the students

towards proper behaviors. Likewise, Delgado (2021) claimed

that anti-harassment laws should be integrated into the

curriculum in a way that can have a positive effect on

students' awareness and adherence to the law's principles.

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Despite the provisions of the law, studies show that

many students and faculty members are still not aware of

their rights and responsibilities under the Safe Spaces Act.

Manalo (2022) reported that in some private institutions,

students were hesitant to report harassment incidents due to

a lack of knowledge about the reporting process and fear of

retaliation. These findings suggest that there is a need for

more targeted awareness campaigns and educational initiatives

to bridge the knowledge gap and empower stakeholders to take

an active role in creating safer spaces.

The awareness level is particularly important as it

directly correlates with the success of the implementation of

the law within educational institutions. Higher levels of

awareness can promote better prevention and reporting

mechanisms, as well as response capabilities, which

ultimately create a safer and more inclusive campus

environment. Lower levels of awareness may prevent

achievement of these objectives and perpetuate a culture of

silence and tolerance of harassment.

The gap in awareness levels and the extent of

implementation will be addressed within the "Safe Spaces Act"

by CCJE students and faculty in private higher education

institutions. Specific factors that influence awareness

levels can be seen, with corresponding actionable strategies

for increasing compliance with the law.

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The objective of this study is to assess the awareness

of students and faculty in the College of Criminal Justice

Education (CCJE) of a private higher education institution

regarding the Safe Spaces Act (Republic Act No. 11313).

Specifically, it aims to evaluate their understanding of the

law's provisions, their knowledge of institutional policies

related to its implementation, and their roles in fostering a

safe and respectful academic environment. This study aims to

provide actionable insights to improve education, advocacy,

and compliance with the Safe Spaces Act within the

institution by identifying gaps in awareness and exploring

factors that influence their understanding, thus contributing

to the promotion of safety, inclusivity, and respect in the

academic community.

Theoretical Framework

Social Learning Theory, by Albert Bandura, posits that

people learn behaviors, attitudes, and norms through

observation, imitation, and interaction with their

environment. Thus, according to this approach, modeling and

reinforcement are significant factors in behavior formation,

as individuals learn things not just from personal

experiences, but also through others, through observation.

Hence, personal, environmental, and behavioral factors

involved in learning interact to form reciprocal determinism,

as conceptualized by Bandura in 1977. According to this

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theory, learning social norms and ethical behavior is

influenced by role models and the environment on how one

develops values and practices.

The Social Learning Theory, therefore, will be relevant

for this study in that it places emphasis on the awareness

campaigns, role modeling, and institutional policies in

promoting the adherence to the Safe Spaces Act. Students and

faculty in the College of Criminal Justice Education are

likely to model behaviors and attitudes based on what they

observe in their academic environment. For example, if

faculty members have a good understanding of the Safe Spaces

Act and actively advocate for its principles, then students

will be encouraged to model those same behaviors and

attitudes, thus fostering a culture of respect and

inclusivity. Just as institutional efforts aimed at

implementing and enforcing the Safe Spaces Act tend to create

a culture of compliance and discourage acts of harassment,

this study explores how awareness and behaviors related to

the Safe Spaces Act are developed through the interplay

between people and their educational environment using the

Social Learning Theory.

Conceptual Framework

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The study utilizes the IPO format or the Input, Process,

and Output as the framework of the entire concept of the

study.

INPUT PROCESS OUTPUT

 The  Crafting of To provide

respondents survey recommendations
will be the questionnaire to both faculty
faculty  Validation of members and
members and survey
criminology questionnaire criminology
students of  Administering student on how
EXACT survey among to effectively
Colleges of the apply and
Asia. respondents utilize Safe
 Collection of Space Act and
responses
 Their to also inform
 Analysis and
knowledge interpretation the significant
regarding of data individuals
safe space regarding the
act will be act itself.
used on the
data
collection
procedure.

Statement of the Problem

General Problem

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This study aims to determine the awareness of students

and faculty of the college of criminal justice education in a

private higher education institution in safe space act.

Specifically, it seeks to answer the following

questions:

1. How may the demographic profile of the respondents be

described in terms of:

1.1 age;

1.2 sex; and

1.3 occupation?

2. What is the level of awareness of CCJE students

regarding the provisions of the Safe Spaces Act in terms

of:

2.1 Definition and scope of the law?

2.2 Rights and responsibilities under the law?

2.3 Mechanisms for reporting and addressing harassment?

3. What is the level of awareness of CCJE faculty regarding

the provisions of the Safe Spaces Act in terms of:

3.1 Institutional policies and guidelines for

implementation?

3.2 Their roles and responsibilities in promoting safe

spaces?

3.3 Procedures for addressing cases of harassment

within the institution?

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4. Is there a significant difference in the level of

awareness between CCJE students and faculty regarding

the Safe Spaces Act?

5. What measures can be proposed to enhance the awareness

and implementation of the Safe Spaces Act within the

institution?

Hypotheses of the Study

H0 : There is no significant difference in the level of

awareness between CCJE students and faculty regarding the

Safe Spaces Act

H1: There is a significant difference in the level of

awareness between CCJE students and faculty regarding the

Safe Spaces Act

Scope and Limitations of the Study

This research aims to assess the level of awareness

about the Safe Spaces Act (Republic Act No. 11313) among the

faculty members and students of EXACT Colleges of Asia.

Specifically, their knowledge regarding the provisions of the

law on its definition and scope, rights and responsibilities,

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reporting mechanisms, and institutional policies are covered.

The respondents will be selected through a purposive sampling

technique, ensuring that the selected individuals are those

directly involved in the academic and institutional

environment of the College of Criminal Justice Education. The

study would provide insights into their knowledge of the law

and propose strategies for enhancing awareness and

implementation within the institution.

The study limits its scope to the criminology faculty

members and students of EXACT Colleges of Asia. It excludes

other departments and non-academic personnel. Moreover, using

a purposive sampling technique would not allow for

generalizability, as findings will be predominantly based on

the level of awareness of the respondents chosen. The study

is, however limited to the analysis of awareness only and

does not examine any potential implementation and

effectiveness of the Safe Spaces Act in practice. Limitations

on time and reliance on self-reported data through surveys or

questionnaires could also limit the depth and accuracy of the

findings.

Significance of the Study

This study is important in the sense that it gives a

view regarding the awareness of criminology students and

faculty of EXACT Colleges of Asia towards the Safe Spaces Act

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(Republic Act No. 11313), which is a critical approach to

maintaining a safe and inclusive academic environment.

Through these ranges of comprehension and knowledge of the

law, the findings will point out gaps in awareness and areas

to be improved on.

Students. The research will benefit criminology students by

making them better understand the Safe Spaces Act, empowering

them to recognize and prevent harassment, and enabling them

to actively contribute to a culture of respect and safety

within their academic community.

Faculty Members. The faculty members will understand their

roles and responsibilities in the implementation of the Safe

Spaces Act. The study will help them improve their capacity

to handle harassment issues effectively and act as role

models for respect and inclusivity.

School Administrators. The recommendations will give the

school administrators clear insights on which policies,

training programs, and awareness campaigns can be developed

and implemented to make the institution more effective in

compliance with the Safe Spaces Act.

Lawmakers and Policy Advocates. This research will contribute

to the ongoing discourse about the efficacy of the Safe

Spaces Act through provision of information regarding its

awareness at the grassroots level in higher education

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institutions that will guide further policy improvements and

advocacy.

Future Researchers. This study will also be a good reference

for further research on the Safe Spaces Act and related

issues, especially about its implementation, effectiveness,

and impact in other educational institutions or settings.

Definition of Terms

Awareness. It is defined as the level of knowledge and

understanding that criminology students and faculty have with

regards to the provisions, scope, and reporting mechanisms of

the Safe Spaces Act.

Gender-Based Sexual Harassment. These include catcalling,

unwanted sexual advances, and cyber harassment as defined by

the Safe Spaces Act, which takes place within the academic

context of the institution.

Institutional Policies. Rules, guidelines, and actions

adopted by EXACT Colleges of Asia to ensure compliance with

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the Safe Spaces Act and the safety of the students and

faculty.

Reporting Mechanisms. These are the processes and systems set

within the institution that report, address, and resolve

instances of harassment that fall under the Safe Spaces Act.

Safe Spaces Act. This refers to the Philippine law

implemented within EXACT Colleges of Asia with policies and

actions geared towards preventing and stopping gender-based

sexual harassment in the academe, including classrooms,

offices, and online platforms.

CHAPTER 2

REVIEW OF RELATED LITERATURE

Foreign Related Literatures

The Safe Spaces Act (Republic Act No. 11313) was

implemented in the Philippines in 2019 to try to eliminate or

reduce gender-based sexual harassment, especially in public

spaces, workplaces, educational institutions, and online

environments. It seeks to define and penalize these acts of

harassment, including catcalling, stalking, and cyber

harassment. This policy is part of a comprehensive global

approach that seeks to curtail sexual harassment and promote

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safety in communities worldwide (Asia Pacific UN Women,

2020).

In the United States, the Tyler Clementi Higher

Education Anti-Harassment Act mandates that all colleges and

universities establish and enforce policies to curb

harassment, sexual harassment included, for the well-being of

its students and employees. This is one of the increasing

demands by higher education systems to implement their anti-

harassment systems (Human Rights Campaign, 2021).

Sweden's Discrimination Act prohibits discrimination and

harassment in various settings, such as educational

institutions. Swedish law requires schools and universities

to take active measures against harassment, thereby creating

a safe and respectful environment for all students, which

resonates with the objectives of the Safe Spaces Act in the

Philippines (Equality Ombudsman, 2021).

In the United Kingdom, the Equality Act 2010

consolidates previous anti-discrimination laws, including

provisions against harassment in schools and universities. It

obligates institutions to take reasonable steps to prevent

harassment, promoting equality and a safe learning

environment for all (Equality and Human Rights Commission,

2020).

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Sex discrimination, harassment, and other forms of

discrimination on grounds of sex, sexual orientation, gender

identity, and other protected categories are strictly

prohibited under Australia's Sex Discrimination Act 1984. The

law obliges educational institutions to take appropriate

measures to prevent and respond to sexual harassment so that

the space is safe for students (Australian Human Rights

Commission, 2020).

In Canada, the Canadian Human Rights Act does not allow

for discrimination and harassment based on sex, including

sexual harassment, in educational institutions with federal

jurisdiction. Provincial laws require institutions to

establish policies to counter harassment, creating a safe

environment for academics (Canadian Human Rights Commission,

2020).

New Zealand's Human Rights Act 1993 prohibits

discrimination and harassment based on several grounds,

including sex and sexual harassment. Schools and universities

in New Zealand are obliged to take preventative measures and

to act promptly in dealing with harassment in order to

maintain a safe and respectful environment for learning

(Human Rights Commission, 2020).

South Africa's Employment Equity Act 1998 outlawed

unfair discrimination and harassment within the workplace;

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this includes sexual harassment. However, the core

application of this act is toward employment, its principles

extending further to educational environments, which insist

on policies toward creating safe environments for all within

an institution and treating everyone justly (Department of

Labour, South Africa, 2021).

The Indian Sexual Harassment of Women at Workplace

(Prevention, Prohibition, and Redressal) Act 2013 talks about

sexual harassment at educational places that require each

such place to provide an internal complaint committee,

through which every complainant receives fair redress. This

guarantees an education and study environment, without

harassment of women, consistent with the Safe Spaces Act in

the Philippines (National Commission for Women, 2020).

The European Union’s Directive 2006/54/EC mandates

member states to implement measures to prevent and address

sexual harassment in workplaces and educational institutions.

The directive is instrumental in fostering gender equality

and ensuring safe spaces for students across Europe, a goal

shared by the Safe Spaces Act in the Philippines (European

Commission, 2020).

Local Related Literatures

The Safe Spaces Act, which was enacted in the

Philippines in 2019 as Republic Act No. 11313, aims to

safeguard individuals from gender-based sexual harassment in

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public spaces, workplaces, and educational institutions. The

law requires the creation of safe spaces within different

sectors and provides mechanisms for reporting and addressing

harassment to ensure that the victims are provided with the

right support and justice (Republic of the Philippines,

2019).

The Safe Spaces Act was a precursor to the Anti-Sexual

Harassment Act of 1995, or Republic Act No. 7877. This law

primarily focused on the workplace but laid the groundwork

for later developments in public and educational

institutions. The Safe Spaces Act expanded its scope,

recognizing the need to protect individuals in public spaces

and digital platforms, in addition to the workplace

(Philippine Commission on Women, 2019).

For this reason, an article by Mendoza (2020)

highlighted that the importance of the implementation of the

Safe Spaces Act can be critical to educational institutions.

It is very important for administrations to promote an

increase in awareness concerning harassment and efficient

means of reporting these incidents (Mendoza, 2020).

Luna's (2020) article, "Safe Spaces Act: A Step Forward

in Addressing Harassment in Educational Institutions" sheds

light on how the Safe Spaces Act made much-needed positive

impacts toward alleviating widespread incidents of harassment

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among students and more so among college students. This

report shows greater focus on programs aimed at student

awareness and workshop opportunities for faculty as well in

this regard under the law.

Arroyo (2021) had research regarding the compliance of

higher education institutions in the Philippines with the

Safe Spaces Act. It was revealed that some schools have been

active in complying with the provisions of the law, but

others are behind in terms of training and awareness among

faculty and staff, hence not fully compliant (Arroyo, 2021).

Gonzales (2020) on their study regarding gender-based

harassment in Philippine universities reveals that Safe

Spaces Act resulted in more open discussion of the issue of

harassment, with a higher reporting and better institutional

policies. However, according to the study, there is still a

lack of clarity on some provisions, specifically on online

harassment (Gonzales, 2020).

The Philippine Commission on Women (PCW) has been

actively involved in the implementation of the Safe Spaces

Act through campaigns and programs aimed at raising awareness

about harassment in public spaces and educational

institutions. According to the PCW's 2020 report, educational

institutions that have adopted comprehensive anti-harassment

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programs have seen positive changes in the overall campus

climate (Philippine Commission on Women, 2020).

De Castro (2020) discussed the challenges universities

in the Philippines face in implementing the Safe Spaces Act.

Results indicate that even though students generally know

about the law, most of them remain uncertain about the

process of accessing resources or filing complaints, which

indicates the need for reporting systems to be more

transparent and accessible (De Castro, 2020).

Santos (2021) investigated the effect of the Safe Spaces

Act on local universities. According to her study, even

though most of the lecturers are familiar with the law, many

students find it challenging to understand their rights. She

therefore advises the inclusion of students in seminars and

workshops t equip them with better knowledge of their rights

(Santos, 2021).

Caballero (2021) delved into how the Safe Spaces Act

affects the policies on campuses of private higher education.

In conclusion, while many schools have adapted policies in

keeping with the law, further training is essential for

faculty and students so that the full implications of the law

are understood, and there are no harassment incidents

(Caballero, 2021).

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CHAPTER III

METHODOLOGY

This chapter presents and shows the techniques and

methods that the researchers will utilize and apply in

gathering all needed information for the study.

Research Method

This study will employ a descriptive research design,

which is commonly used in quantitative research to

systematically describe characteristics, behaviors, or

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awareness levels within a specific population. Through the

use of surveys or structured questionnaires, the study will

collect data from students and faculty members to determine

their level of awareness of the Safe Spaces Act. The

descriptive design will help researchers to quantify

responses and determine trends in which awareness levels may

differ between ages, genders, or even positions. Through the

use of statistical tools, the research will find significant

patterns and areas of improvement, thereby helping to make

policies better and to initiate education programs within the

institution.

In addition, the descriptive research design will enable

a thorough understanding of the factors that influence

awareness of the Safe Spaces Act among students and faculty.

The study will provide measurable insights into how well the

law is understood and whether there are differences in

awareness based on demographic factors by gathering

quantitative data. The findings will help in formulating

targeted interventions, such as awareness campaigns,

seminars, or policy reinforcement within the institution.

Additionally, the results may serve as a foundation for

future studies that aim to explore the effectiveness of Safe

Spaces Act implementation in higher education settings,

ultimately fostering a safer and more inclusive learning

environment.

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Population and Sampling Scheme

The population of this study will be composed of

Bachelor of Science in Criminology students and faculty

members from EXACT Colleges of Asia. Since the study aims to

assess awareness of the Safe Spaces Act within the College of

Criminal Justice Education, the selected population will

provide relevant insights into the level of knowledge and

understanding of the law among future law enforcers and

educators. Given the significance of legal literacy in

criminology education, the study will focus on individuals

who are directly involved in the field, ensuring that the

collected data accurately reflect their awareness and

perceptions of the Safe Spaces Act.

This study will employ purposive sampling, a non-

probability sampling technique that allows researchers to

deliberately select respondents who meet specific criteria. A

total of 100 respondents will be chosen, comprising both

criminology students and faculty members. This method is

appropriate because it ensures that the participants possess

relevant knowledge and experience related to the study’s

objectives. By targeting this specific group, the research

will obtain meaningful data that can contribute to a better

understanding of the Safe Spaces Act within the context of

criminology education. The selected sample size will allow

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for sufficient representation while maintaining feasibility

in data collection and analysis.

Description of the Respondents

The respondents for this study will be current Bachelor

of Science in Criminology students and faculty members of the

College of Criminal Justice Education at EXACT Colleges of

Asia during the 2024–2025 academic year. The student

participants will include individuals across various year

levels, from freshmen to seniors, encompassing a diverse

range of ages, backgrounds, and experiences. Their curriculum

covers subjects such as criminal law, forensic science,

criminal psychology, law enforcement management, and crime

prevention, providing them with a comprehensive understanding

of the criminal justice system. This diverse academic

exposure will offer valuable insights into their awareness of

the Safe Spaces Act.

The faculty respondents will consist of experienced

educators specializing in criminology and related

disciplines. Many holds advanced degrees and possess

extensive professional experience in law enforcement,

forensic science, and criminal justice. Their roles involve

not only teaching but also mentoring students and

contributing to curriculum development. Given their expertise

and influence within the academic community, their

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perspectives on the Safe Spaces Act will be crucial in

understanding the current level of awareness and identifying

potential areas for improvement in policy implementation and

education within the institution.

Research Instrument

This study will use a self-made survey questionnaire as

the primary research instrument to assess the awareness of

Bachelor of Science in Criminology students and faculty

members regarding the Safe Spaces Act. The questionnaire will

be carefully designed to align with the study's objectives,

ensuring that the questions effectively measure respondents'

knowledge, perceptions, and understanding of the law. The

instrument will be validated by experts in criminology and

research to ensure clarity, reliability, and relevance to the

study. The use of a self-made questionnaire will allow the

researchers to tailor the items to the specific context of

the respondents, addressing key aspects of awareness,

compliance, and perceived effectiveness of the Safe Spaces

Act within the institution.

The study will make use of a 4-point Likert scale to

quantify the responses, with the scale ranging from 1

(Strongly Disagree) to 4 (Strongly Agree), which eliminates

the middle option to make the responses more definitive. The

questionnaire will be divided into sections, including

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demographic information and awareness-related statements

about the Safe Spaces Act. The Likert scale format will

enable the easy statistical analysis of responses, so that

trends could be identified, gaps in awareness could be

recognized, and variations based on demographic factors could

be assessed. The structured approach ensures that the

collected data are measurable and can be used to make

informed recommendations for enhancing awareness initiatives

within the institution.

Procedures in Gathering Data

The data gathering process will begin with the crafting

of the survey questionnaire, which will be designed to

measure the awareness of BS Criminology students and faculty

members regarding the Safe Spaces Act. The questionnaire will

undergo validation by experts in criminology, education, and

research methodology to ensure its clarity, relevance, and

reliability. After validation, necessary revisions will be

made based on the experts' feedback. Once finalized, the

researchers will proceed with securing a permission letter

from the administration of EXACT Colleges of Asia, requesting

approval to conduct the survey among students and faculty

members.

Upon receiving approval, the researchers will administer

the survey to the 100 purposively selected respondents,

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ensuring that all ethical considerations, such as informed

consent and confidentiality, are observed. Researchers shall

ensure that ample time is available to complete the

questionnaire and once the time given has elapsed, they will

begin collecting the returned responses. Researchers will

analyze data once all information has been gathered by

conducting a statistical analysis appropriately to find any

trends or patterns in awareness levels. The findings will

then be tabulated and summarized in tabular form, graphs, and

narrative summaries for an easy-to-understand interpretation

of the results that will inform recommendations to strengthen

the awareness campaign at the institution.

Statistical Treatment

The major statistical tool for this study would be

descriptive statistics to analyze the data collected.

Frequencies, percentages, and mean scores for the responses

on the survey would summarize the awareness level of the BS

Criminology students and faculty members concerning the Safe

Spaces Act. By calculating the mean scores for each question,

researchers will be able to identify the general consensus

and trends in awareness. Additionally, frequency

distributions will allow the researchers to observe the

proportion of respondents who agree or disagree with specific

statements related to the Safe Spaces Act, which will be

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crucial for understanding the overall awareness within the

institution.

To further explore the relationship between different

demographic variables (such as age, gender, and academic

position) and awareness levels, inferential statistics may

also be employed. Techniques such as Chi-square tests or

ANOVA (Analysis of Variance) could be used to determine if

there are statistically significant differences in awareness

levels across different groups of respondents. This will help

the researchers assess whether factors like gender or

academic year influence the respondents' understanding of the

Safe Spaces Act. By using both descriptive and inferential

statistical tools, the study will provide a comprehensive

analysis of the data, offering insights into both the overall

awareness and the factors that may contribute to variations

in knowledge among the respondents.

Scale Verbal Interpretation

1.00 – 1.75 Strongly Disagree

1.76 – 2.50 Disagree

2.51 – 3.25 Agree

3.26 – 4.00 Strongly Agree

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Ethical Considerations

Ethical considerations in research are important so that participants' rights, dignity,

and well-being are guarded. There must be informed consent from participants, where one

is assured of being involved in the research purpose and procedures, the potential risks, and

the benefits associated with participation prior to agreeing to participate. One should also

be told that they are free to leave the study at any time without penalty. Another

fundamental ethical principle of protection is that of participant confidentiality and privacy,

achieved by ensuring personal data and responses remain secure and are anonymous where

appropriate. Moreover, it is also mandatory that participants not be deceived unless

justified by the actual research design and cause no harm to the participants. The

minimization of harm ensures that participants do not suffer from any psychological,

physical, or emotional discomfort.

Apart from safeguarding participants, honest and transparent reporting of data

forms an important aspect of ethical research. They should also not falsify, fabricate and

other deceptive practices in the reporting of their findings. Results they got must be

reported without misrepresentation. Other ethical considerations also include vulnerable

populations that are children, elderly persons or disabled individuals that may need special

considerations in getting consent, avoiding exploiting them among other things. Conflicts

of interest also have to be disclosed to ensure the integrity of the study is not compromised.

Adhering to these standards of ethics protects not only the participants of researchers but

also the credibility and worth of their research.

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