Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 12 (2025)

Learning in Forensic Chemistry Education: Impact on Criminology Students' Competence and Readiness

Charlie T. Anselmo | Jojo P. Bautista | Nissan B. Ramirez | Ariel M. Lioad | Christel A. Anselmo | Wilzar L. Gile

Discipline: Education

 

Abstract:

This study explored how e-learning influences the development of fo-rensic chemistry skills and professional preparedness among crimi-nology students in the Philippines. A convergent parallel mixed-meth-ods design was utilized, incorporating a quantitative survey with 300 participants and qualitative interviews with students enrolled in a fo-rensic chemistry course. The survey instrument, adapted from exist-ing measures, was subjected to content validation and pilot testing, showing high internal consistency (a=0.86). Quantitative data were analyzed using descriptive statistics, correlations, and regression analyses, whereas qualitative data were analyzed using thematic anal-ysis. The findings indicated that students had favorable views of e-learning in forensic chemistry, valued multimedia resources, and rec-ognized both challenges and opportunities. A strong positive correla-tion (p=0.754, p=0.001) was identified between perceptions of e-learning and readiness to use e-learning tools, with readiness signifi-cantly influencing positive perceptions (R=0.708+0.806). Qualitative themes such as enrichment, utilization, enhancement, resources, and foundation underscored the advantages and disadvantages of e-learn-ing in forensic chemistry education. The study concludes that well-crafted e-learning platforms can effectively connect theoretical knowledge with practical skills, improving students' comprehension and critical thinking. However, the absence of hands-on laboratory ex-perience remains a significant limitation. The findings suggest that a blended learning approach, which combines e-learning with tradi-tional practical training, is crucial for a thorough forensic chemistry education. Future research should broaden the study's scope, conduct longitudinal studies, and investigate hybrid learning models to en-hance the effectiveness of e-learning in forensic chemistry education.



References:

  1. Al Masuudi, N. K., Osman, S., Al- Maqbali, H. A., & Ahmad Nawi, H. S. (2024). Understand-ing the Barriers in Adopting the E-Textbooks Among Public School Students in Oman. TEM Journal, 1667–1674. https://doi.org/10.18421/tem132-79
  2. Alsahou H., Alfayly A., Abbas Z. (2022). The attitude of undergraduates towards E-learning considering educational and technical challenges and requirements in Kuwaiti Applied Colleges. Journal of Technology and Science Education, 12(1), 33. https://doi.org/10.3926/jotse.1358
  3. Althubaiti A., Alghamdi A., Aljedani, R. S., Tirksstani, J. M., Mutairii, A. M., & Alse-haibany, A. A. (2022). Digital transfor-mation in medical education: Factors that influence readiness. Health Informatics Journal, 28(1), 146045822210755. https://doi.org/10.1177/14604582221075554
  4. Alzahrani, N. M. (2020). Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts. Ap-plied Sciences, 10(16), 5660. https://doi.org/10.3390/app10165660
  5. ATES COBANOGLU, A., & COBANOGLU, I. (2021). DO TURKISH STUDENT TEACH-ERS FEEL READY FOR ONLINE LEARN-ING IN POST-COVID TIMES? A STUDY OF ONLINE LEARNING READINESS. Turkish Online Journal of Distance Education, 270–280. https://doi.org/10.17718/tojde.961847
  6. Casey, E., Jocz, J., Peterson, K. A., Pfeif, D., & Soden, C. (2023). Motivating youth to learn STEM through a gender inclusive digital forensic science program. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-022-00213-x
  7. Casey, E., Pfeif, D., Jocz, J., Peterson, K. A., & Soden, C. (2023). Motivating youth to learn STEM through a gender inclusive digital forensic science program. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-022-00213-x
  8. Chan, S. C. F., Ngai, G., Ho-Yin Yau, J., & Por Kwan, K. (2021). Impact of International Service-Learning on Students’ Global Citi-zenship and Intercultural Effectiveness Development. International Journal of Research on Service-Learning and Com-munity Engagement, 9(1). https://doi.org/10.37333/001c.31305
  9. Chudaeva, E., & Soliman, L. (2024). Virtual Labs for Postsecondary General Educa-tion and Applied Science Courses: Faculty Perceptions. Canadian Journal of Learn-ing and Technology, 50(1), 1–30. https://doi.org/10.21432/cjlt28177
  10. Coskun, O., Özeke, V., Budakoğlu, I., & Kula, S. (2018). E-Learning Readiness of Turkish Medical Students: A Sample from Gazi University. Gazi Medical Journal, 29(4). https://doi.org/10.12996/gmj.2018.91
  11. Crispino, F., Rossy, Q., Ribaux, O., & Roux, C. (2014). Education and training in forensic intelligence: a new challenge. Australian Journal of Forensic Sciences, 47(1), 49–60. https://doi.org/10.1080/00450618.2014.906655
  12. Doluweera, M., Jayasena, S., Chandrasena, U., Yu, G. F. B., Jatunarachchi, A. H., Pastor, C. J., Devendra, V. G., Samaranayake, A., Thoradeniya, T., Edirisinghe, V. N., Sirisena, C. N., Kirihene, K. D. H. K., Dharmadasa, S. G., Sugandhika Suresh, T., & Indika, N. R. (2023). Students’ percep-tions of online education: A session at the FAOBMB-IUBMB-CBSL virtual education symposium 2021. Biochemistry and Mo-lecular Biology Education, 52(2), 228–236. https://doi.org/10.1002/bmb.21807
  13. Fitriawan, A. S., Retnaningsih, L. N., Nailufar, Y., Wahyu Setyaningsih, W. A., Achmad, B. F., & Kurniawan, D. (2023). Association Between Self-Efficacy and Psychological Distress with Readiness for Online Learn-ing Among Nursing Students. Malaysian Journal of Medicine and Health Sciences, 19(1), 125–134. https://doi.org/10.47836/mjmhs.19.1.18
  14. Forde, C., & Obrien, A. (2022). A Literature Re-view of Barriers and Opportunities Pre-sented by Digitally Enhanced Practical Skill Teaching and Learning in Health Science Education. Medical Education Online, 27(1). https://doi.org/10.1080/10872981.2022.2068210
  15. Gluodenis, T. J. (2021). Evaluation of a model for providing cost effective, accessible continuing education to the forensic sci-ence community. Forensic Sciences Re-search, 6(3), 224–230. https://doi.org/10.1080/20961790.2021.1928822
  16. Gyamfi, G., & Sukseemuang, P. (2017). EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More. Contemporary Educational Technology, 8(4). https://doi.org/10.30935/cedtech/6204
  17. Hayat, A. A., Faghihi, S. A., Rezaee, R., Kojuri, J., Keshavarzi, M. H., Bazrafcan, L., Amini, M., & Zare, S. (2021). Challenges and op-portunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02682-z
  18. Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Re-search on Technology in Education, 54(2), 267–280. https://doi.org/10.1080/15391523.2020.1846147
  19. Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readi-ness in their flipped classrooms. Comput-ers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032
  20. Hung, M.-L., Chou, C., Chen, C.-H., & Own, Z.-Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Educa-tion, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
  21. Ibrahim, M. K., Isaeva, A., & Spitsyna, N. (2021). Learning Foreign Languages in a Digital Environment: Learners’ Percep-tion of the Sudden Transition to e-Learning During COVID-19 Lockdown. Electronic Journal of E-Learning, 19(6), pp548-558. https://doi.org/10.34190/ejel.19.6.2172
  22. Islam, A. K. M. N. (2016). E-learning system uses and its outcomes: Moderating role of perceived compatibility. Telematics and Informatics, 33(1), 48–55. https://doi.org/10.1016/j.tele.2015.06.010
  23. Jafar, A., Kim, J. E., Mittal, P., Mapa, M. T., Idris, A., Dollah, R., Tejuddin, D. N. A., Sakke, N., Abdullah, M. S., Zakaria, N. S., Vun Hung, C., & Joko, E. P. (2023). Readiness and Challenges of E-Learning during the COVID-19 Pandemic Era: A Space Analy-sis in Peninsular Malaysia. International Journal of Environmental Research and Public Health, 20(2), 905. https://doi.org/10.3390/ijerph20020905
  24. Jiang, X., Liu, M., & Goh, T.-T. (2022). On Stu-dents’ Willingness to Use Online Learn-ing: A Privacy Calculus Theory Approach. Frontiers in Psychology, 13(1652). https://doi.org/10.3389/fpsyg.2022.880261
  25. Kalghatgi, S., Khairnar, M. R., Adaki, S., Velaga, P., Dalvi, T. M., Metha, S., & Patil, C. A. (2023). Students’ preparedness and per-ception of online learning in dental edu-cation: A cross-sectional study. National Journal of Maxillofacial Surgery, 14(2), 221–225. https://doi.org/10.4103/njms.njms_446_21
  26. Khalaf, M. E., Ziada, H., & Abubakr, N. H. (2023). Students’ Experience of Online Learning in a Blended Learning Setting: A Qualitative Evaluation. Education Scienc-es, 13(7), 725. https://doi.org/10.3390/educsci13070725
  27. Khalil, L., & Alharbi, K. (2022). Descriptive Study of EFL Teachers’ Perception to-ward E-learning Platforms during the Covid-19 Pandemic. Electronic Journal of E-Learning, 20(4), pp336-359. https://doi.org/10.34190/ejel.20.4.2203
  28. Kloosterman, A., Mapes, A., Van Den Berg, J., Van Eijk, E., Van Der Steen, M., Koper, C., Verheij, S., Geradts, Z., & Van Asten, A. (2015). The interface between forensic science and technology: how technology could cause a paradigm shift in the role of forensic institutes in the criminal justice system. Philosophical Transactions of the Royal Society B: Biological Sciences, 370(1674), 20140264. https://doi.org/10.1098/rstb.2014.0264
  29. Macassa, G., & Mcgrath, C. (2024). Common Problems! and Common Solutions? - Teaching at the Intersection Between Public Health and Criminology: A Public Health Perspective. Annals of Global Health, 90(1). https://doi.org/10.5334/aogh.4375
  30. Magwilang, E. B. (2022). Case-Based Instruc-tion in the Forensic Chemistry Classroom: Effects on Students’ Motivation and Achievement. International Journal of Learning, Teaching and Educational Re-search, 21(3), 396–414. https://doi.org/10.26803/ijlter.21.3.21
  31. Mehran, P., Alizadeh, M., Koguchi, I., & Take-mura, H. (2017). Are Japanese digital na-tives ready for learning english online? a preliminary case study at Osaka Universi-ty. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0047-0
  32. Mezil, Y., Akhtar-Danesh, N., Timmons, B. W., Raha, S., Sharma, B., & Cross, A. (2020). Exercise Messengers: Exploring Student‐Learning Perceptions of a Science Anima-tion Video using Q‐methodology. The FASEB Journal, 34(S1), 1. https://doi.org/10.1096/fasebj.2020.34.s1.06843
  33. Mokhele - Ramulumo, M., Badaru, K. A., & Iro-ha, G. (2024). Innovative Pedagogy: Re-vealing Secondary Physical Science Teachers’ Perspectives on the Opportuni-ties and Challenges of the Flipped Class-room Model During Times of Crisis. Afri-ca Education Review, 20(5), 63–77. https://doi.org/10.1080/18146627.2024.2403677
  34. Morelato, M., Cadola, L., Bérubé, M., Ribaux, O., & Baechler, S. (2023). Forensic intelli-gence teaching and learning in higher ed-ucation: An international approach. Fo-rensic Science International, 344, 111575. https://doi.org/10.1016/j.forsciint.2023.111575
  35. Mphahlele, R. (2024). A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment. Journal of Learning for Development, 11(2), 206–219. https://doi.org/10.56059/jl4d.v11i2.762
  36. Nurtjahjanti, H., Prasetyo, A. R., & Ardhiani, L. N. (2021). The role of resilience and readiness to change on students’ learning interest: E-learning implementation dur-ing Covid-19. Jurnal Cakrawala Pendidi-kan, 40(3), 750–761. https://doi.org/10.21831/cp.v40i3.39080
  37. Oshima, J., Kayagi, T., & Oshima, R. (2024). University Students’ Knowledge Creation Practices in Face-to-Face and Hybrid Blended Learning: Development of Epis-temic Views and Perceptions of the Community of Inquiry. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10191-z
  38. Pisoni, G. (2019). Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education. Education Scienc-es, 9(2), 124. https://doi.org/10.3390/educsci9020124
  39. Priddis, C., & Vandenberg, N. (2018). Australa-sian forensic science summit 2016: edu-cation and training towards 2030. Aus-tralian Journal of Forensic Sciences, 50(3), 293–304. https://doi.org/10.1080/00450618.2017.1383571
  40. Pringle, J. K., Stimpson, I. G., Jeffery, A. J., Wisniewski, K. D., Grossey, T., Hobson, L., Heaton, V., Zholobenko, V., & Rogers, S. L. (2022). Extended reality (XR) virtual practical and educational eGaming to provide effective immersive environ-ments for learning and teaching in foren-sic science. Science & Justice, 62(6), 696–707. https://doi.org/10.1016/j.scijus.2022.04.004
  41. Ramadiani, R., Khairina, D. M., Hidayanto, A. N., Azainil, A., & Jundillah, M. L. (2020). Teacher and student readiness using E-learning and M-learning. Bulletin of Elec-trical Engineering and Informatics, 9(3), 1176–1182. https://doi.org/10.11591/eei.v9i3.2006
  42. Roick, J., Richter, M., & Poethke, P. (2023). Learners’ characteristics and the mastery of digital education during the COVID-19 pandemic in students of a medical faculty in Germany. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04012-x
  43. Sanzana, M. R., Abdulrazic, M. O. M., Wong, J. Y., Karunagharan, J. K., & Chia, J. (2023). Gamified virtual labs: shifting from physi-cal environments for low-risk interactive learning. Journal of Applied Research in Higher Education, 16(1), 208–221. https://doi.org/10.1108/jarhe-09-2022-0281
  44. Schnieder, M., Williams, S., & Ghosh, S. (2022). Comparison of In-Person and Virtual Labs/Tutorials for Engineering Students Using Blended Learning Principles. Edu-cation Sciences, 12(3), 153. https://doi.org/10.3390/educsci12030153
  45. Tatenov, A., Sarsenbaeva, Z., Azimbaeva, G., Tugelbaeva, K., & Zaurbekova, N. (2023). Evaluating the effectiveness of a virtual laboratory for inorganic chemistry edu-cation. Research in Science & Technolog-ical Education, 43(2), 377–389. https://doi.org/10.1080/02635143.2023.2275139
  46. Wang, C., Peng, J., & He, X. (2024). Effects of flipped blended learning based on as-sessment: an action research study in translation technology education. Tech-nology, Pedagogy and Education, 33(5), 1–16. https://doi.org/10.1080/1475939x.2024.2364740
  47. Yan, M., & Pourdavood, R. G. (2024). Faculty and Student Perspectives on Online Learning in Higher Education. Education Sciences, 14(8), 801. https://doi.org/10.3390/educsci14080801
  48. Youde, A. (2020). “Face-to-Face Trumps Eve-rything”: An Exploration of Tutor Percep-tions, Beliefs and Practice Within Blended Learning Environments. Education Sci-ences, 10(5), 147. https://doi.org/10.3390/educsci10050147
  49. Zhang, X., Al-Mekhled, D., & Choate, J. (2021). Are virtual physiology laboratories effec-tive for student learning? A systematic review. Advances in Physiology Educa-tion, 45(3), 467–480. https://doi.org/10.1152/advan.00016.2021
  50. Zine, M., Dairi, A., Sun, Y., Terbeche, M., Har-rou, F., & Bellahcene, M. (2023). E-Learning Readiness Assessment Using Machine Learning Methods. Sustainabil-ity, 15(11), 8924. https://doi.org/10.3390/su15118924

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic