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Forensic Chemistry Laboratory Works from Home: Challenges
Encountered by Criminology Students During the Conduct of their
Laboratory Activities at Home
1 Luningning M. Mendoza, 2 Mamerto C. Mendoza
1 College of Criminal Justice Education, Occidental Mindoro State College
2 College of Arts, Sciences and Technology, Occidental Mindoro State College
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000207
Received: 07 October 2025; Accepted: 14 October 2025; Published: 15 November 2025
ABSTRACT
This study aimed to determine the challenges encountered by the respondents in performing Forensic Chemistry
and Toxicology Laboratory Works at home particularly on the activities about Fingerprints, Drugs , Fire and
hair and determine the coping strategies utilized by the students to overcome those challenges. This study
utilized a survey research design and was conducted in Sablayan, Occidental Mindoro. The respondents of the
study were the 67 Criminology students enrolled in Forensic Chemistry in 2021 who experienced conducting
laboratory activities in the said subject at home. The common challenges encountered by the respondents among
the four (4) laboratory works conducted at home were lack of materials or equipment available; difficulty of
collecting samples; and limited lessons and discussion about the topic in the module. The usual strategy used
by the respondents to cope with the common challenges encountered were approached relatives to get samples
or materials required for the activity and utilized internet as resources to supplement limited lessons and
discussion about the topic in the module.
Keyword - Forensic Chemistry, Laboratory Activities, Works from Home, Challenges, Chemistry
INTRODUCTION
Usually, laboratory classes include experiments that supplement the lecture and discussion portions of science
courses. Laboratory activities have important role in the chemistry curriculum as a means of making sense of
the natural world. The laboratory environment allows students to gain a first-hand experience with course
concepts and further provides them with the opportunity to explore methods used by scientists in their discipline.
Laboratory activity is a form of authentic learning that allows students to apply theoretical knowledge to real-
world situations. This pedagogy is often used by instructors in college particularly research instructors (Mendoza
& Mendoza, 2021). In New York City, United States of America, the COVID-19 pandemic required educational
institutions to shift to a remote or distance learning mode. Classes were offered online, and this causes teaching
modality presented great challenges, especially in teaching laboratory courses. Several options were utilized in
teaching laboratory classes such as videos of lab demonstrations, Microsoft PowerPoint slides with voice-over
recordings which guide students further in the particular procedure of the experiment, and kitchen-based
experiments that students could perform at home in asynchronous modality (Mojica & Upmacis, 2021). Studies
conducted during the COVID-19 pandemic, revealed that students considered that the main role of a teaching
laboratory is to provide hands-on experience and that, overall, the online modalities do not compare favorably
to the traditional in-person laboratory approach (Petillion & McNeil, 2021). It has also been found that students
in a virtual environment struggle to meet skill-based objectives and comprehend how to use equipment (Hensen,
Glinowiecka-Cox, & Barbera, 2020) commonly used in Forensic Chemistry such as Microplasma-Atomic
Emission Spectroscopy (Mendoza et al., 2019), Gas Chromatography–Mass Spectrometry, Fourier Transform
Infrared Spectrometer (FTIR) and others.
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In the Philippines, to respond to the needs of learners, especially of the tertiary-level students enrolled in Higher
Education Institutions, the country have implemented proactive strategies for the continuance of education
despite the pandemic. These include the modified forms of online learning that aim to aid student learning
activities. Online learning could be of synchronous, real-time lectures and time-based outcomes assessments, or
asynchronous, delayed-time activities, like pre-recorded video lectures and time-independent assessments
(Joaquin, Biana, & Dacela, 2020). Ateneans or the Ateneo De Manila students have been taught online. However,
the transition to a online environment presented challenges for science education and training (At Home, But
Still Doing Lab Work. 2021).
In Occidental Mindoro State College, blended learning or the combination of online and modular classes was
utilized. However, due to poor internet connection in most areas in Sablayan, Occidental Mindoro, the College
of Criminal Justice Education of OMSC Sablayan, opt to use modules as mode of distance learning. Modules
were printed and distributed to students and was retrieved on scheduled date.
With this context, the researchers were motivated to conduct a study on the challenges encountered by the BS
Criminology Students when they perform laboratory activities at home instead on the real laboratory
environment.
The results of this study will be significant to OMSC for it will serve as a basis to improve its existing program
and guidelines on the delivery of modular instruction particularly if the subject has a laboratory. Likewise, this
enables the faculty with laboratory subject to adjust their teaching strategies to enhance modular distance
learning. Moreover, the output of this study will be beneficial to the students in a way that this will serve as a
venue to express the challenges they faced in conducting laboratory works at home where in there is lack of
resources available.
Objectives
1. Identify the profile of the respondents in terms of age and sex .
2. Determine the challenges encountered by the respondents in performing Forensic Chemistry and Toxicology
Laboratory Works at home particularly on the following activities:
a. Laboratory Work 1- Fingerprints
b. Laboratory Work 2 – Drugs
c. Laboratory Work 3- Fire
d. Laboratory Work 4 – Hair
3. Determine the coping strategies utilized by the respondents to overcome the encountered challenges.
MATERIALS AND METHOD
This study utilized a survey research design and was conducted in Sablayan, Occidental Mindoro. The
respondents of the study were the 67 Criminology students enrolled in Forensic Chemistry in 2021 who
experienced conducting laboratory activities in the said subject at home. The researchers used a survey
questionnaire as research instrument. The instrument was validated by experts. There were three parts of the
questionnaire, first was about the profile of the respondents. The second and third part focused on the challenges
encountered by the respondents in performing Forensic Chemistry and Toxicology Laboratory works at home
and the strategies utilized by the students to overcome such challenges respectively. The researchers requested
permission from the program head of BS Criminology Department of OMSC Sablayan as well as from the
respondents prior to the conduct of the study. Through the google form, the survey was done. The link of the
questionnaire was sent to the facebook messenger account of the respondents. When all the respondents were
done answering the questionnaire , the researchers analyzed the data . Frequency and percentage were employed
to identify the profile of respondents, determining the challenges encountered by the respondents in performing
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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Forensic Chemistry and Toxicology Laboratory works at home and the strategies utilized by the respondents to
overcome the encountered challenges.
RESULTS
Table 1 shows the profile of the respondents in terms of age and sex. Most of the students were 21 years old (
49. 25%) . They were adults who could already perform simple laboratory works at home during the pandemic.
The respondents distribution in terms of sex were almost equal however, male sex had higher percentage which
was 34 or 50.7%. This means that both male and female could survive in BS Criminology course and subjects
like Forensic Chemistry.
Table 1. Profile of the respondents in terms of age and sex.
Profile of the respondents Frequency n=67 Percentage
Age
31 1 1.49
28 1 1.49
26 1 1.49
23 4 5.97
22 10 14.92
21 33 49.25
20 17 25.37
Sex
Female 33 49.3
Male 34 50.7
Challenges encountered by the respondents in performing Forensic Chemistry and Toxicology Laboratory works
at home.
Table 2 shows the challenges encountered by the respondents in performing Forensic Chemistry and Toxicology
Laboratory works at home. In terms of the activity about fingerprint, the students were instructed to collect
thumb marks of both sexes of a child, teenager, an adult and a senior citizen and compare the different sizes and
looks of a thumbprint of a typical person in its age. Most students experienced difficulty in collecting fingerprint
samples from persons. (28.35%) and some fingerprints were not visible (26.87%). Also, some of them lacked
of available materials at home such as ink and ink pad (13.43%).
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Table 2. Challenges encountered by the respondents in performing Forensic Chemistry and Toxicology
Laboratory works at home.
Challenges Frequency
mentioned
n = 67
Percentage
Fingerprints
1.Difficulty in collecting fingerprint samples from persons. 19 28.35
2.Some fingerprints were not visible. 18 26.87
3.Lack of available materials at home such as ink and ink pad. 9 13.43
4.Limited module lesson 9 13.43
5.Deficiency of knowledge to conduct fingerprinting activity 7 10.45
6. Hard to identify the difference of each fingerprints whether the thumb
mark is from male or female.
6 8.96
7.Working table and answer sheets becomes messy with ink 3 4.48
8.Hard to understand when no one is teaching 2 2.99
9.Unstable internet connection at home. 1 1.49
10.Time management. 1 1.49
Drugs
1.Unclear lesson and limited module lessons. 23 34.33
2.Confusion in classifying drugs according to origin, legal classification
and pharmacological effects .
11 16.42
3.Limited knowledge or familiarity about the topic (some chemicals were
not familiar to me).
11 16.42
4.No materials or drugs available at home. 9 13.43
5.It’s hard to choose which drugs to pick for the activity. 2 2.99
6.No internet connection to be used to supplement my knowledge about
drugs.
2 2.99
8.Due to confusion, answer sheets were dirty of lots of erasures 1 1.49
Fire
1.It’s hard to determine the exact color manifested by the fire. 24 35.82
2.Limited discussion and explanation of lessons in the module . 16 23.88
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3.Finding materials and equipment at home. 11 16.42
4.Implementing safety measures to be observed during the conduct of
activity.
7 10.45
5. Limited knowledge about the topic. 4 5.97
6.Getting burns 3 4.48
7.I don’t know which materials to be burned to get the required color in the
activity.
3 4.48
8.Bad smell of burned materials 3 4.48
9. Place at home to conduct the activity. 2 2.99
10.Some materials I tried did not match the color of the fire required in the
activity.
1 1.49
Hair
1.Difficulty in collecting hair samples from dog or cat. 42 62.69
2. Limited discussion of the topic in the module. 18 26.87
3. Hard to differentiate human, dogs and cats hair. 17 25.37
4. No equipment to be used in identifying hair samples at home. 3 4.48
5. Difficulty finding sources on the internet. 1 1.49
The second laboratory work was regarding drug. The students listed five common house hold medicines and
classify them according origin, legal classification and pharmacological effects. According to most of the
students, the lesson was not clear and there were limited module lessons about drugs (34.33%). The second
problem was confusion in classifying drugs according to origin, legal classification and pharmacological effects
were experienced by students (16.42%) this could be because of the limited module lesson. They also mentioned
that they have limited knowledge or familiarity about the topic (16.42%). In addition, there was no materials or
drugs available at home (13.43%) .
For the laboratory activity about fire, the students were instructed to observe the different colors of fire and
document what material is giving away that kind of flame. According to them, it’s hard to determine the exact
color manifested by the fire (35.82%). There was also limited discussion and explanation of lessons in the
module (23.88 %) and they had difficulty in finding materials and equipment needed for activity at home
(16.42%).
In terms of activity about hair, the students collected human hair, dog hair and cat hair, described and
differentiated them with each other using a Venn diagram. During this activity, the respondents had difficulty
in collecting hair samples from dog or cat (62.69%) this could be because dogs and cats would bite them . They
also mentioned that there was limited discussion of the topic in the module (26.87 %). Furthermore, for them, it
was hard to differentiate human, dogs and cats hair (25.37%).
Coping strategies utilized by the respondents to overcome the encountered challenges
To overcome challenges encountered in performing Forensic laboratory works at home, the students utilized
some strategies. These strategies were shown in Table 3.
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In Laboratory Work 1- Fingerprints, those respondents who met difficulty in collecting fingerprint samples
from persons briefly explained to the prospected fingerprint sample owners the purpose of collecting fingerprint
for the activity to get rid of their hesitation and worries. They also entertained the children participants before
collecting their thumb marks and gave them token afterwards (25.37%). When some fingerprints were not
visible, the respondents did more trials for fingerprint collection per person (10.45%). They also used the ink
from pen or marker when there was no ink and ink pad available at home (22.39 %).
Table 3. Coping strategies utilized by the respondents to overcome the encountered challenges.
Challenges Coping strategies Frequency
mentioned
n = 67
Percentage
Fingerprints
1.Difficulty in collecting
fingerprint samples from
persons.
1. Briefly explained to the prospected fingerprint
sample owners the purpose of collecting
fingerprint for the activity to get rid of their
hesitation and worries. Entertained the children
participants before collecting their thumb marks
and and gave them token afterwards.
17 25.37
2.Whenever I went out, I brought my activity
sheets with me and collected fingerprints.
2 2.99
3.Approached relatives to get fingerprint samples. 1 1.49
2.Some fingerprints were
not visible.
1. Did more trials for fingerprint collection per
person.
7 10.45
2.Find person with good fingers condition or no
skin disease.
4 5.97
3.Lack of available
materials at home such as
ink and ink pad.
1.Used the ink from pen or marker when there was
no ink and ink pad available at home.
15 22.39
2. Search on the internet which materials can be a
substitute for ink pad.
2 2.99
3.Borrow ink pad. 2 2.99
4.Limited module lesson 1.Used the internet to supplement knowledge
about the topic.
14 20.90
5.Deficiency of knowledge
to conduct fingerprinting
activity
1.Used the internet to supplement knowledge
about the topic.
14 20.90
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6. Hard to identify the
difference of each
fingerprints whether the
thumb mark is from male or
female.
1.Used the internet to supplement knowledge
about the topic.
14 20.90
7.Working table and
answer sheets becomes
messy with ink
1.Got another sheets for replace messy answer
sheets.
3 4.48
8.Hard to understand when
no one is teaching
1.Used the internet to supplement knowledge
about the topic.
14 20.90
9.Unstable internet
connection at home.
No answer 0 0
10.Time management. No answer 0 0
Drugs
1.Unclear lesson and
limited module lessons.
1. Used the internet to supplement learning about
the activity.
20 29.85
2.Confusion in classifying
drugs according to origin,
legal classification and
pharmacological effects .
1. Review the lesson and tried to answer the
questions in the activity.
6 8.96
2. Ask other people and relatives about the
classification of drugs at home.
6 8.96
3. Sought help from medical professional
accomplish the activity.
1 1.49
3.Limited knowledge or
familiarity about the topic.
1. Used the internet to supplement learning about
the activity.
20 29.85
4.No materials or drugs
available at home.
1. Just keep finding drugs inside the house until it
become a general cleaning.
4 5.97
2. Brought medicine from nearby store 2 2.99
5.It’s hard to choose which
drugs to pick for the
activity.
1. Used the internet to supplement learning about
the activity.
20 29.85
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6.No internet connection to
be used to supplement my
knowledge about drugs.
No answer
8.Due to confusion, answer
sheets were dirty of lots of
erasures
No answer
Fire
1.It’s hard to determine the
exact color manifested by
the fire.
1. Focused and observed thoroughly while burning
the materials.
6 8.96
2.Did several trials to identify the color of fire
being manifested by burning materials
3 4.48
2.Limited discussion and
explanation of lessons in
the module .
1. Looked for other references on internet to
supplement my knowledge about the activity.
24 35.82
2.I did self - study. 4 5.97
3.Finding materials and
equipment at home.
1.I borrowed the unavailable materials from my
neighbors or relatives.
3 4.48
4.Implementing safety
measures to be observed
during the conduct of
activity.
1.Keep fire extinguisher nearby while conducting
the activity.
1 1.49
5. Limited knowledge
about the topic
1. Looked for other references on internet to
supplement my knowledge about the activity.
24 35.82
2.Asked ideas from classmates 4 5.97
6.Getting burns 1.Used PPE to avoid the unpleasant smell coming
from the burning materials and prevent burns.
4 5.97
7.I don’t know which
materials to be burned to
get the required color in the
activity.
1. If I burned some materials in which color of fire
was hard to recognized, I changed the materials.
3 4.48
8.Bad smell of burned
materials
1..Used PPE to avoid the unpleasant smell coming
from the burning materials and prevent burns.
4 5.97
2.Place at home to conduct
the activity.
No answer.
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4.Some materials I tried did
not match the color of the
fire required in the activity.
1.I gathered different classes of materials which I
subjected to testing first before conducting the
actual activity for me to know if these materials
were providing different colors of fire.
4 5.97
Hair
1.Difficulty in collecting
hair samples from dog or
cat.
1.Went to the neighborhood or relatives to ask for
hair of their pets dog or cats.
13 19.40
2.Collected hair from bed of cat. 2 2.99
2. Limited discussion of the
topic in the module.
1.Used internet to supplement information about
hair of different species.
20 29.85
2.Asked some person about the activity. 5 7.46
3.Hard to differentiate
human, dogs and cats hair.
1.Observed wisely to differentiate the human, dog
and cat hair.
3 4.48
2.Did self-study. 1 1.49
4.No equipment to be used
in identifying hair samples
at home.
1.Borrowed materials from classmates. 1 1.49
2.Separated each hair sample immediately. 1 1.49
5.Difficulty finding sources
on the internet.
1.Asked some person about the activity. 5 7.46
For Laboratory Work 2 – Drugs , those who found that the lesson was not clear and there were limited module
lessons about drugs and students who had limited knowledge or familiarity about the topic used the internet to
supplement learning about the activity (29.85%). To avoid confusion in classifying drugs according to origin,
legal classification and pharmacological effects, the students reviewed the lessons about drugs and tried to
answer the questions in the activity (8.96%). They also asked other people and relatives about the classification
of drugs found at home (8.96%).
In the laboratory activity about fire, respondents who hardly determine the exact color manifested by the fire,
focused and observed thoroughly while burning the materials (8.96%). Moreover, they did several trials to
identify the color of fire being manifested by burning materials (4.48%). Since there was limited discussion
and explanation of lessons in the module, they looked for other references on internet to supplement their
knowledge about the activity (35.82%). Some students borrowed the unavailable materials needed for the
activity from their neighbors or relatives (4.48%).
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
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During this activity on hair , the respondents who had difficulty in collecting hair samples from dog or cat
because those animals would bite them went to the neighborhood or relatives to ask for hair of their pet dogs or
cats (19.40%). Also, they tamed the dogs by feeding in order to get hair samples from them (13.43%) . For the
limited discussion of the topic in the module, the students used internet to supplement information about hair of
different species (29.85 %) . Respondents who hardly differentiate human, dogs and cats hair , observed wisely
to differentiate the human, dog and cat hair. (4.48%).
DISCUSSION
The common challenges encountered by the respondents among the four (4) laboratory works conducted at home
were lack of materials or equipment available; difficulty of collecting samples; and limited lessons and
discussion about the topic in the module. This was similar to the findings of Mojica and Upmacis (2022) that
one of the challenges encountered by the Students in a General Chemistry Laboratory Course During the
COVID-19 Pandemic was unavailability of the required materials. This was because New York City then was
an early epicenter of the pandemic and it is understandable that students were scared to go out of their homes
to buy materials. These challenges mean that respondents may have struggled to learn completely the principle
behind each experiment (Mojica &Upmacis, 2022).
The usual strategy used by the respondents to cope with the common challenges encountered were approached
relatives to get samples or materials required for the activity and utilized internet as resources to supplement
limited lessons and discussion about the topic in the module. These imply that technology or utilizing internet
played a big role in conducting laboratory works at home ( Gamage, et al. 2020).
CONCLUSIONS
The respondents of the study were young adults and the ratio between male and female was almost the equal.
The common challenges encountered by the respondents among the four (4) laboratory works conducted at
home were lack of materials or equipment available; difficulty of collecting samples; and limited lessons and
discussion about the topic in the module. The usual strategy used by the respondents to cope with the common
challenges encountered were approached relatives to get samples or materials required for the activity and
utilized internet as resources to supplement limited lessons and discussion about the topic in the module.
RECOMMENDATIONS
Based on the findings of the study, it is recommended that higher education institutions offering Criminology
programs strengthen the delivery of Forensic Chemistry laboratory courses through the integration of virtual
simulations, video demonstrations, and interactive online laboratory tools. These can help bridge the gap
between theoretical understanding and practical application when face-to-face sessions are not possible.
Faculty members may also undergo training on innovative teaching strategies and digital tools suited for remote
laboratory instruction to ensure that learning outcomes are effectively met. Furthermore, institutions may
consider providing students with access to laboratory kits or safe, affordable alternatives that can be used at
home for basic experiments and skill development.
This study recommended that future researchers explore comparative studies between online and in-person
laboratory modalities to determine best practices that can enhance students’ competencies and engagement in
forensic science education.
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