Competency of Criminology Students in Forensic Science Subjects: Implications to Outcome-Based Education in Albay

Aim: This study aimed to evaluate the current state of forensic science education among criminology students in the Second District of Albay, Philippines.Specifically, it assessed their competency levels in various forensic science subjects and examined how institutional factors-such as the availability of laboratory equipment, instructor qualifications, and teaching methodologies-affect student preparedness for real-world applications.The study also sought to identify existing gaps in instruction and resources that may hinder the development of essential forensic skills. Methodology:The study utilized a descriptive-correlational design with a quantitative approach.Participants included 247 fourth-year criminology students, 15 instructors, and 2 laboratory custodians from three selected institutions.Student competencies across six forensic science disciplines were assessed using a structured questionnaire, while institutional status was evaluated through a survey tool aligned with the standards of CMO No. 5, series of 2018.Descriptive statistics (mean and percentage) summarized the data, and Kendall's correlation and chi-square tests were used to analyze the relationship between institutional factors and student competencies. Results:The findings revealed a significant relationship between the quality of institutional support (equipment, faculty, methodology) and students' competency in practical forensic science applications.Well-equipped institutions with qualified instructors and dynamic teaching strategies produce more competent students, reinforcing the core principle of Outcome-Based Education.Conclusion: There is a strong positive correlation between institutional factors and the competency levels of criminology students in forensic science subjects, highlighting the need for improved resources and teaching methodologies to enhance educational outcomes.