Abstract
This mixed-methods research study examined the factors affecting and the problems encountered by ballistics instructors during the conduct of ballistics examinations in selected criminology schools in Western Visayas, Region 6. Anchored on Bandura's Social Cognitive Theory (SCT), the study explored how personal efficacy, environmental challenges, and institutional support influence instructional performance. Using an explanatory sequential mixed-methods design, quantitative data were first collected via a validated survey administered to 40 purposively selected ballistics instructors. Qualitative interviews followed this to enrich and validate statistical findings. Quantitative analysis revealed that instructors were moderately affected by various factors and experienced moderate problems in conducting ballistics examinations. Notably, younger instructors and those with only a bachelor's degree reported greater difficulty. Inferential statistics using Spearman's Rho test indicated a significant relationship between affecting factors and encountered problems, suggesting that greater exposure to limiting factors increases the likelihood of instructional challenges. Qualitative analysis revealed three key themes: (1) Lack of Training and Resources, (2) Importance of Continuous Training and Skill Development, and (3) Institutional Support and Provision of Resources. Instructors emphasized limited access to training opportunities, insufficient tools, and inconsistent institutional support as critical barriers to effective instruction. The study recommends capacity-building initiatives, targeted training programs, and enhanced institutional backing to improve instructional delivery in forensic ballistics. These findings served as a basis for developing localized training modules to address specific instructional needs and elevate the standards of criminology education in Western Visayas.
