Authors : Marivic B. Posadas

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3p978zr4

Scribd : https://tinyurl.com/bdfnvpjj

DOI : https://doi.org/10.38124/ijisrt/26May163

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Forensic science has become an indispensable component of modern criminal investigation, offering scientific methods to uncover facts, solve crimes, and uphold justice. As crime grows more complex and forensic technologies advance, criminology students must develop a strong foundation in forensic science. In the Philippines, forensic science is embedded in the criminology curriculum, yet students’ understanding and interest vary due to differences in pedagogy, resources, and practical exposure. This quantitative study examined the perceptions of fourth-year criminology students in Cabanatuan City, applying Slovin’s formula to determine sample sizes from NEUST (N=140) and Araullo University (N=292). Results revealed high mean scores (NEUST M=3.62; AU M=3.53), indicating strong agreement on the value of forensic science particularly its role in the justice system, chain of custody, and crime-solving. Students disagreed that barriers significantly hindered learning (M=2.23–2.30), reflecting resilience and adaptability. Findings underscore the need for experiential learning, simulation-based strategies, and institutional partnerships to strengthen technical mastery and prepare graduates for investigative practice.

Keywords : Forensic Science Education, Criminology Students, Student Perceptions, Learning Barriers, Experiential Learning

References :

1. Balderas, J. M. (2018). Challenges in forensic science education in Philippine criminology programs. Philippine Journal of Criminology and Criminal Justice, 2(1), 45–60. https://doi.org/10.13140/RG.2.2.17461.83682 
2. Balderas, R. J. O. (2018). The road ahead for forensic science education in the Philippines. Agham Road. Retrieved from https://aghamroad.org/forensic-science-education-philippines
3. CHED. (2017). Commission on Higher Education Memorandum Order No. 05, Series of 2018: Policies, standards, and guidelines for the Bachelor of Science in Criminology program. Commission on Higher Education. Retrieved from https://ched.gov.ph/cmo-05-s-2018-psg-for-bs-criminology
4. Cruz, M. A. (2020). The learners’ study habits and its relation on their academic performance. International Journal of All Research Writings, 2(6), 1–19. https://doi.org/10.6084/m9.figshare.12345678
5. Doğan, N., Yıldırım, A., & Çelik, H. (2022). Students’ perceptions of forensic science education: A survey-based study. Journal of Forensic Sciences Education, 4(2), 45–58. https://doi.org/10.1016/j.fsir.2022.100045
6. Houck, M. M., & Siegel, J. A. (2010). Fundamentals of forensic science (2nd ed.). Academic Press. https://doi.org/10.1016/B978-0-12-374989-5.00001-3
7. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
8. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
9. Nilendu, D. (2024). Enhancing forensic education: Exploring the importance and implementation of evidence-based education system. Egyptian Journal of Forensic Sciences, 14(1), 1–11. https://doi.org/10.1186/s41935-023-00375-w
10. Peterson, H., & Baran, T. (2019). Appropriate education alters perceptions of forensic science and guides career selection. Journal of Forensic Science Education, 1(1), 15–22. https://doi.org/10.2641/8533.2019.01.03
11. Piaget, J. (1972). The psychology of the child. Basic Books.
12. Stover, C. E., & Hart, S. D. (2010). Forensic case formulation: A review of its current status and future directions. International Journal of Forensic Mental Health, 9(2), 102–115. https://doi.org/10.1080/14999013.2010.577137
13. Vanderkolk, J. R. (2019). A new systematic approach of teaching and learning of forensic science for interdisciplinary students: A step towards renovating the forensic education system. Forensic Science International: Synergy, 1(1), 100002. https://doi.org/10.1016/j.fsisyn.2019.100002
14. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.