PERCEPTIONS OF CRIMINOLOGY STUDENTS ON CHALLENGES IN FORENSIC CHEMISTRY AND TOXICOLOGY

This research aimed to explore the perceptions of criminology students on challenges encountered in understanding Forensic Chemistry and Toxicology. A quantitative approach with a descriptive methodology was utilized, employing a survey questionnaire as the primary data gathering instrument. The questionnaire was carefully designed to align with the grading system of Manuel S. Enverga University Foundation Inc. and was distributed to twenty-sex fourth-year criminology students through total enumeration. The study revealed that students faced difficulties in the course, particularly related to teaching approaches, instructional materials, and learning modes. Strategies recommended to enhance students, understanding included starting classes at lower levels of thinking, adapting learning objectives to challenge students with varied capacities, and promoting critical thinking through reflective questions and structured debates. Overall, the findings underscored the importance of active involvement, critical inquiry, and collaborative learning experiences to improve students' knowledge in Forensic Chemistry and Toxicology, providing valuable insights for educators to enhance teaching strategies and student learning outcomes in this specialized field.