Republic of the Philippines

Eulogio “Amang” Rodriguez Institute of Science & Technology

COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

Survey Questionnaire

To the respondents, we are conducting a study titled

“Issues and Challenges in Teaching Forensic Science Towards

Academic Performance Among Criminology Students in Eulogio

“Amang” Rodriguez Institute of Science & Technology-Manila”

Please respond to the following survey questions with your

genuine thoughts and perceptions. You can be sure that your

responses will be handled in strict confidentiality. The

study will be completed with the help of your kind effort to

complete it.

PART I. PROFILE OF THE RESPONDENTS

Direction: Please fill in the blank or put a check mark

(/) on the space provided based on your corresponding answer.

Name (Optional):

Age:

Sex: Female Male

Year Level (Student Only):

2nd year 3rd year

 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

Educational Attainment (Faculty Members Only):

College Graduate

___ With units in Master’s Degree

___ Master’s Degree

___ With units in Doctoral Degree

___ Doctoral Degree

___ Other

Subject Designation (Faculty Members Only):

Part II. ASSESSMENT OF THE ISSUES AND CHALLENGES ENCOUNTERED

IN TEACHING FORENSIC SCIENCE

Direction: Rate the Issues and Challenges Encountered in

Teaching Forensic Science according to your level of

satisfaction and agreement or disagreement. Put a check (/)

mark on the box column that corresponds to your answer. Use

the likert scale below.

A. LEVEL OF FREQUENCY

Rate:

1- Never (N) 3- Sometimes (S)

2- Often(O) 4- Always (A)
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

4 3 2 1
FACILITIES/EQUIPMENTS (A) (S) (O) (N)

1. The facilities/equipment needed

is always available when
required.

2. Appropriate laboratories for

forensic Science courses are
inadequately equipped and not
maintained.

3. The institution provides

specialized facilities/
equipment in Forensic Science
courses.

4. High cost of maintenance in

maintaining forensic
equipment/facilities.

5. Insufficient access to
specialized forensic tools and
resources, which limits
students' opportunities to
conduct thorough investigations
and practice essential forensic
techniques.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

4 3 2 1
MATERIALS (A) (S) (O) (N)

1. Limited availability of updated

and comprehensive textbooks.

2. Inadequate access to digital

resources and online forensic
databases.

3. Insufficient provision of
visual aids, such as crime
scene diagrams and forensic
illustrations.

4. The use of obsolete or borrowed

equipment reduces students'
ability to engage with current
technology and techniques.

5. Unequal access to printed and

digital educational materials
among students.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

4 3 2 1
CURRICULUM (A) (S) (O) (N)

1. Misalignment of course content

with the latest developments
and practices in forensic
science.

2. Insufficient allocation of
credit hours for practical and
laboratory-based learning.

3. Difficulty in understanding
complex forensic science
concepts due to a lack of
foundational knowledge in
related disciplines.

4. Inadequate emphasis on the use

of modern technology and
equipment in forensic science
education.

5. High costs associated with

acquiring supplementary
materials, such as textbooks,
software, or lab manuals.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

4 3 2 1
STUDENT (A) (S) (O) (N)

1. Students struggle to apply

theoretical knowledge to
practical forensic science
scenarios.

2. Lack of engagement in laboratory

experiments impacts technical
proficiency

3. Financial constraints among

students limit their ability to
purchase personal learning
materials or participate in
extracurricular forensic
workshops.

4. Students lack confidence in

applying forensic science
principles in real world
situations.

5. Lack of participation in hand-on

activities limits practical
skill development
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

4 3 2 1
EDUCATOR (A) (S) (O) (N)

1. The educator shows insufficient

expertise in theoretical
content and subject matter.

2. The educator is unable to

create a stimulating and
engaging learning environment
for students.

3. The educators do not focus on

developing the technical skills
required for forensic science
practice.

4. Lack of professional
development opportunities for
educators affects the quality
of teaching.

5. The educator is unable to break

down forensic science
principles into simpler, more
digestible concepts for
students.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

Part III. ASSESSMENT OF THE EFFECT TO ISSUES AND CHALLENGES

ENCOUNTERED IN TEACHING FORENSIC SCIENCE

Direction: Rate how the Issues and Challenges in Teaching

Forensic Science affects the following. Put a check (/) mark

on the box column that corresponds to your answer. Use the

likert scale below.

Rate:

A. LEVEL OF AGREEMENT

1- Strongly Disagree 3- Agree

2- Disagree 4- Strongly Agree
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

A. ACADEMIC PERFORMANCE

FACILITIES/EQUIPMENT 4 3 2 1
(SA) (A) (D) (SD)

1. Lack of access to modern

forensic equipment hinders
students' hands-on learning
experiences in practical
exercises.

2. Insufficient laboratory tools

limits students' ability to
perform accurate and detailed
forensic analyses.

3. Lack of funding for advanced

forensic devices prevents
schools from offering a
comprehensive and updated
forensic science curriculum.

4. Inadequate maintenance of
existing forensic equipment
results in unreliable laboratory
exercises, affecting students’
confidence and skills.

5. Shortage of forensic simulation

materials (e.g., mock crime
scenes, skeletal remains)
impacts students' ability to
engage in realistic scenario-
based training.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

MATERIALS 4 3 2 1
(SA) (A) (D) (SD)

1. High costs of forensic materials,

which are often unavailable in
schools, create financial burdens
for students and faculty.

2. Inconsistent supply of consumable

materials, such as fingerprint
powder and crime scene tape,
affects the continuity of
forensic experiments.

3. Poorly maintained or damaged

forensic tools in the laboratory
compromise the accuracy and
reliability of students’
practical exercises.

4. The reliance on outdated or

borrowed materials affects the
quality of practical exercises
conducted during laboratory
sessions.

5. The lack of access to modern

forensic laboratory equipment
limits students the ability to
engage in hands-on learning
experiences.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

CURRICULUM 4 3 2 1
(SA) (A) (D) (SD)

1. The curriculum does not

allocate sufficient time for
hands-on laboratory work and
field exposure in forensic
science.

2. Insufficient assessment
methods, such as practical
exams or scenario-based
evaluations, fail to measure
students' applied skills in
forensic science effectively.

3. The lack of Elective courses or

specialization options in
forensic science limits
students' ability to pursue
niche areas of interest.

4. The curriculum lacks

comprehensive coverage of
emerging trends and
technologies in forensic
science.

5. The absence of the standardized

course modules across
institutions results in
inconsistent learning outcomes
for criminology students.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

EDUCATOR PROFICIENCY 4 3 2 1
(SA) (A) (D) (SD)

1. The educator provides

inadequate explanations of
complex forensic science
techniques, causing confusion
among students.

2. The educator uses limited or

ineffective teaching
strategies, reducing student
engagement.

3. The educator avoids or

inadequately conducts hands-
on activities, such as
laboratory work or
simulations.

4. The educator demonstrated a

lack of enthusiasm or interest
in the subject, affecting
student motivation.

5. The educator relies heavily on

theoretical content,
neglecting practical
application in forensic
science.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

STUDENT ENGAGEMENT 4 3 2 1
(SA) (A) (D) (SD)

1. Students face difficulties in

comprehending complex forensic
techniques due to inadequate
preparatory education in
related fields.

2. The lack of motivation and

interest in forensic science
due to insufficient career
guidance affects students’
engagement in the subject.

3. Failure to complete assigned

forensic science exercises
affects proficiency in applied
techniques.

4. Students experience anxiety or

stress during hands-on forensic
activities due to limited
practice opportunities and fear
of errors.

5. Students lack sufficient

practical experience in
forensic tools and techniques.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

B. PERFORMANCE IN BOARD EXAM

FACILITIES/EQUIPMENT 4 3 2 1
(SA) (A) (D) (SD)

1. The lack of modern forensic

equipment reduces students'
ability to practice essential
techniques, which can lead to
lower scores in the practical
components of board exams.

2. Limited laboratory tools

prevent students from
mastering precise forensic
analyses, potentially
resulting in poor performance
on problem-solving and
analytical sections of the
board exams.

3. Insufficient funding for

advanced forensic devices
restricts curriculum updates,
leaving students ill-prepared
for the evolving questions and
scenarios presented in board
exams

4. Poor maintenance of forensic

equipment creates
inconsistencies in training
exercises, which can erode
students' confidence and
result in suboptimal
performance during practical
exam tasks.

5. A shortage of forensic
simulation materials limits
realistic practice
opportunities, making
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

students less adept at

applying theoretical
knowledge to case-based
questions in board exams.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

MATERIALS 4 3 2 1
(SA) (A) (D) (SD)

1. The high costs of forensic

materials hinder students'
ability to access essential
resources, leading to
inadequate preparation for
board exam practical.

2. The inconsistent supply of

consumable materials disrupts
laboratory practice, leaving
students unprepared for time-
sensitive practical exam
components.

3. Poorly maintained forensic

tools lead to unreliable
results in practical sessions,
lowering students' confidence
and performance during exam
assessments.

4. Reliance on outdated or
borrowed materials reduces the
quality of practical
exercises, impacting
students' ability to meet
modern exam standards.

5. The lack of modern forensic

laboratory equipment prevents
students from engaging in
realistic exercises, leaving
them underprepared for
practical sections of the
board exams.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

CURRICULUM 4 3 2 1
(SA) (A) (D) (SD)

1. Insufficient time for hands-on

laboratory work and field
exposure leaves students
inadequately prepared for
practical sections of the
board exam.

2. Inadequate assessment methods

fail to gauge students'
practical abilities, leaving
gaps in their preparation for
hands-on board exam
evaluations.

3. The lack of elective courses

or specialization restricts
students' ability to
demonstrate expertise in niche
areas, potentially affecting
their performance in
specialized board exam topics.

4. A curriculum that omits

emerging trends and
technologies leaves students
unprepared for questions on
modern forensic techniques in
board exams.

5. Inconsistent course modules

across institutions result in
varying levels of
preparedness, disadvantaged
students in standardized board
exams.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

EDUCATOR PROFICIENCY 4 3 2 1
(SA) (A) (D) (SD)

1. Inadequate explanations of
complex forensic science
techniques hinder students'
understanding, leading to
difficulty answering
technical questions in board
exams.

2. Limited or ineffective
teaching strategies fail to
engage students, resulting in
weaker preparation and lower
performance on board exam
topics.

3. Avoiding or inadequately
conducting hands-on
activities leaves students
unprepared for practical
sections of the board exam,
where applied skills are
assessed.

4. A lack of enthusiasm from the

educator demotivates
students, affecting their
focus and effort in preparing
for board exams.

5. An overemphasis on theoretical
content without practical
applications hampers
students’ ability to perform
effectively in hands-on board
exam tasks.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

STUDENT ENGAGEMENT 4 3 2 1
(SA) (A) (D) (SD)

1. Students' difficulties in
understanding complex
forensic techniques due to
inadequate preparatory
education result in poor
performance on technical
sections of the board exam.

2. A lack of motivation and

interest in forensic science,
caused by insufficient career
guidance, reduces student
engagement, impacting their
focus and performance during
board exams.

3. Financial constraints limit

students’ access to personal
learning materials and
extracurricular forensic
workshops, reducing their
preparation for practical
board exam tasks.

4. Anxiety or stress during

hands-on forensic activities,
due to limited practice
opportunities, impacts
students’ ability to perform
under pressure during board
exam practical.

5. A lack of sufficient practical

experience with forensic tools
and techniques limits
students’ ability to perform
well in the practical
components of the board exam.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

C. COMPETENCY PROFICIENCY

FACILITIES/EQUIPMENT 4 3 2 1
(SA) (A) (D) (SD)

1. The lack of access to modern

forensic equipment limits
hands-on practice, reducing
students' ability to achieve the
proficiency needed for
professional competency.

2. Insufficient laboratory tools

prevent students from mastering
precise forensic analyses,
impairing their capacity to meet
competency standards in real-
world forensic investigations.

3. A lack of funding for advanced

forensic devices results in
outdated training, leaving
students unprepared to meet
evolving industry competencies.

4. Inadequate maintenance of
existing forensic equipment
disrupts practical learning,
weakening students' confidence
and skill levels required for
competency in professional
tasks.

5. The shortage of forensic

simulation materials deprives
students of realistic practice
scenarios, hindering their
ability to demonstrate
proficiency in applied forensic
skills.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

MATERIALS 4 3 2 1
(SA) (A) (D) (SD)

1. Financial barriers limit

students' exposure to necessary
tools, reducing their
proficiency in critical forensic
skills required in the field.

2. Gaps in access to consumables

hinder students from mastering
repetitive techniques, which are
crucial for building forensic
expertise.

3. Malfunctioning or inaccurate
tools impair students’ ability
to develop the precision and
reliability needed for
professional competency.

4. Outdated resources fail to

prepare students for current
industry practices, limiting
their overall technical
proficiency.

5. Limited hands-on learning

opportunities diminish
students' practical skills and
their readiness for
professional forensic
responsibilities.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

CURRICULUM 4 3 2 1
(SA) (A) (D) (SD)

1. Limited experiential learning

reduces students’ ability to
apply theoretical concepts,
weakening their readiness for
real-world forensic scenarios.

2. Without scenario-based
assessments, students struggle
to develop the applied skills
essential for achieving
professional competency.

3. A limited curriculum narrows

students’ knowledge base,
reducing their ability to excel
in specific forensic domains
critical for career
advancement.

4. The exclusion of contemporary

advancements limits students’
ability to remain relevant and
competitive in the evolving
forensic field.

5. Non-standardized curricula
create disparities in skill
development, affecting
students’ ability to achieve
uniform professional
competency.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

EDUCATOR PROFICIENCY 4 3 2 1
(SA) (A) (D) (SD)

1. Poor understanding of intricate

forensic methods undermines
students’ ability to apply
these skills effectively in
professional scenarios.

2. Ineffective teaching methods

hinder active learning,
reducing students’ ability to
develop and demonstrate key
forensic competencies.

3. Lack of experiential learning

diminishes students’ ability to
perform confidently and
accurately in real-world
forensic tasks.

4. Low motivation stemming from

uninspired teaching reduces
students’ commitment to
mastering essential forensic
techniques and concepts.

5. Neglecting practical training

limits students’ readiness for
applied forensic challenges,
weakening their overall
competency in the field.
 Republic of the Philippines
Eulogio “Amang” Rodriguez Institute of Science & Technology
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Nagtahan, Sampaloc, Manila

STUDENT ENGAGEMENT 4 3 2 1
(SA) (A) (D) (SD)

1. Limited foundational knowledge

prevents students from
mastering advanced forensic
skills, weakening their overall
competency in the field.

2. Low engagement diminishes

students’ drive to acquire the
applied skills necessary to
perform competently in real-
world forensic scenarios.

3. Insufficient resources prevent

students from gaining the
hands-on experience and
knowledge needed to develop
proficiency in forensic
techniques.

4. A lack of practice leads to

underdeveloped skills and a
lack of confidence, which
reduces students’ proficiency
in real-world forensic
situations.

5. Insufficient exposure to
forensic tools hinders
students’ ability to develop
the technical expertise
necessary to demonstrate
professional competency.