ABSTRACT
This study examined the utilization of laboratory equipment in forensic science subjects and its impact on the competencies of criminology students in selected higher education institutions in the Province of Albay as a basis for instructional improvement. It specifically assessed the status of forensic laboratory equipment, evaluated its utilization in terms of functionality, ease of operation, and safety, determined its impact on students’ competencies in practical skills, critical thinking, and application of forensic techniques, and identified implementation challenges. A descriptive mixed-methods design employing a convergent parallel approach was utilized. The respondents consisted of 264 participants (244 students and 20 instructors) from Amando Cope College, Bicol College, and PLT College of Guinobatan, Inc. Data were gathered through survey questionnaires, document analysis, and interviews and analyzed using weighted mean and thematic analysis. Findings revealed significant disparities in laboratory equipment availability and serviceability, with Bicol College demonstrating higher compliance with standards, Amando Cope College showing partial adequacy, and PLT College exhibiting notable deficiencies. Overall utilization was generally effective; however, inconsistencies in accessibility and ease of use were observed, along with perceptual differences between instructors and students. Results further indicated that laboratory equipment utilization positively influenced students’ competencies, although variations existed across institutions. Identified challenges included inadequate facilities, outdated and insufficient equipment, operational delays, limited instructor competence, and weak laboratory management practices. Based on these findings, a Forensic Science Instructional Improvement Framework was developed to enhance laboratory instruction and strengthen competency development.
Key Words: forensic laboratory equipment, utilization, criminology education, student competencies, instructional improvement
INTRODUCTION
Education plays a vital role in preparing individuals for professional practice, particularly in fields that require both intellectual understanding and applied competence. In higher education, the development of practical skills is as important as theoretical knowledge, especially in disciplines involving technical and performance-based tasks. In criminology education, future professionals must be equipped not only with conceptual understanding of crime and justice but also with the ability to apply scientific methods in real-world criminal investigations.
In this regard, forensic science serves as a critical component of the criminal justice system, providing scientific approaches in the examination, analysis, and interpretation of physical evidence. It ensures accuracy, fairness, and credibility in criminal investigations and court proceedings. As crimes become more complex and technology-driven, the demand for competent forensic practitioners continues to grow, requiring educational institutions to strengthen the quality of forensic science instruction and training.
Globally, the importance of quality and relevant education is emphasized through Sustainable Development Goal 4 (Quality Education), one of the United Nations’ 17 global goals for sustainable development. It aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. SDG 4 highlights not only access to education but also its quality, relevance, and inclusivity, ensuring that learners acquire the knowledge, skills, and values needed to thrive in a rapidly changing world. Ultimately, education is recognized as a key driver of development, poverty reduction, equality, and innovation. (United Nations, 2025). In line with this, there is a growing global demand for forensic science education that produces skilled professionals capable of responding to increasingly complex criminal challenges, requiring continuous investment in criminal justice and forensic training systems (Nilendu, 2024).
Forensic science is an applied discipline that uses scientific methods in the investigation of crimes and examination of evidence for legal purposes. It plays a vital role in supporting justice systems through objective and scientific analysis. In the Philippines, forensic science forms an important component of criminology education, where the Bachelor of Science in Criminology program focuses on crime, criminal behavior, and law enforcement. As prescribed by the Commission on Higher Education (CMO No. 21, s. 2005), criminalistics or forensic science is a major area of the program, emphasizing the development of competencies in scientific crime investigation and evidence handling.
The effective delivery of forensic science instruction requires laboratory-based learning, where students are given opportunities to apply theoretical concepts in practical and simulated environments. Laboratory training enhances students’ technical skills, critical thinking, and preparedness for professional practice in law enforcement and forensic investigation (Espartero, 2022 as cited by Basalo, 2025). However, this learning approach depends heavily on the availability and proper utilization of laboratory equipment.
Despite its importance, forensic science instruction faces several challenges, including inadequate and outdated laboratory equipment, limited facilities, insufficient technical support, lack of trained instructors, and absence of qualified laboratory technicians (Remperaz and Calzada, 2025; Hiyan et al., 2025; Wekwe et al., 2025). In some cases, even when equipment is available, instructors may not be fully trained in its proper use, which further affects instructional effectiveness (Abas, 2020). These issues hinder students’ ability to fully develop the competencies required under CHED standards, which emphasize that criminology graduates must possess scientific knowledge and skills in crime investigation, evidence analysis, and forensic application in fields such as questioned document examination, polygraphy, ballistics, photography, dactyloscopy, and toxicology (CMO No. 21, s. 2005).
In the Province of Albay, criminology programs experience similar challenges, including insufficient and outdated laboratory equipment, limited facilities, untrained instructors, shortage of qualified technicians, and delays in instructional implementation. These conditions hinder effective learning in forensic science, where practical application is essential. As a result, students struggle to bridge theory and practice, limiting their technical competence and confidence in performing forensic tasks required in real-world investigations.
Given these conditions, it is necessary to examine the utilization of forensic science laboratory equipment in enhancing the competencies of criminology students in the Province of Albay. This study will assess the status of laboratory equipment, its impact on students’ competencies, and the challenges encountered by instructors in its utilization. The findings will serve as the basis for developing a Forensic Science Instructional Improvement Framework aimed at enhancing forensic science instruction.
This study is expected to benefit instructors through improved teaching strategies, administrators through identification of resource and instructional gaps, and students through enhanced practical competencies and preparedness for criminal justice careers. Ultimately, it seeks to contribute to the production of competent and skilled forensic science graduates.
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