CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Solis Institute of Technology Student’s Fingerprinting Competence: An Assessment

Presented in this chapter are the presentation analysis and interpretation of the data to
Solis Institute of Technology Student's Fingerprinting Competence: An assessment of the
data gathered from 50 respondents. A table was used to have a clear understanding of the data
presented.

Table 1
Age of the Respondents

Age Frequency Percentage

18-19 3 6%

20-21 26 52%

22-23 18 36%

24-25 2 4%

26-27 1 2%

28-Above 0 0

Total 50 100%

Table 1 displays the age distribution of the respondents, with the frequency and
percentage calculated as the statistical method. The findings indicate that out of the 50
criminology students surveyed, 21 individuals or 52% of them are in the age range of 20-21
years old. In contrast, only 1 student, accounting for 2%, falls within the age range of 26-27
years old.

These results highlight that the majority of the respondents, specifically those within
the 20-21 age group, constitute a significant proportion of the criminology student
population. This age bracket represents the average age range for criminology students,
which is a key focus of this study.

Table 1.1

Gender of the Respondents

Gender Frequency Percentage

Male 27 54%
 Female 23 46%

Total 50 100%

Table 1.1 displays the frequency and percentage of the gender distribution among the
respondents. The data reveals that the majority of the respondents, specifically 27 individuals
or 54% of the total respondents, are male. On the other hand, female respondents account for
23 individuals or 46% of the overall respondents.

These findings suggest that the male population of Criminology students is larger in
comparison to the female population. The results indicate a higher representation of male
students in the field of Criminology, as observed in this study.

Table 1.2

Year Level of the Respondents

Year Level Frequency Percentage

2nd Year 17 34%

3rd Year 22 44%

4th Year 11 22%

Total 50 100%

Table 1.2 provides a comprehensive overview of the year level distribution among the
respondents, presenting both the frequency and percentage of each group. The data gathered
offers valuable insights into the composition of the participants in the study.

According to the table, the majority of the respondents, comprising a significant 44% or a
total of 22 individuals, belong to the 3rd year of the criminology program. This finding
suggests a relatively high representation of 3rd year students among the participants.

On the other hand, the data reveals that the lowest number of respondents comes from the 4th
year of the criminology program. Only 11 individuals, accounting for 22% of the total
respondents, were from this year level. This indicates a comparatively lower participation rate
among 4th year criminology students in the study.

The distribution of respondents across different year levels offers valuable insights into the
demographics of the sample and helps provide a comprehensive understanding of the
perspectives gathered throughout the research.

Table 1.3
 Civil Status of the Respondents

Civil Status Frequency Percentage

Single 50 100%

Married 0 0

Widower 0 0

Total 50 100%

Table 1.3 illustrates the distribution of civil status among the respondents, presenting
both the frequency and percentage. The data provides valuable insights into the marital status
of criminology students participating in the study.

According to the table, the findings reveal that the majority of the respondents,
comprising a significant 100% or a total of 50 criminology students, are single. This indicates
that the single status is the prevailing civil status among the participants.

The distribution of civil status among the criminology students highlights the
demographic composition of the sample, indicating that the majority of the respondents are
unmarried. This information contributes to a better understanding of the relationship between
civil status and the research variables being studied.

Table 2

Fingerprint Identification and Development

Question Response Frequency Percentage

1. In fingerprint identification, is it possible that Agree 3 6%

the two person has the same fingerprint?
Disagree 47 94%

Total 50 100%

2. Is it true that the three main type of fingerprint Agree 44 88%

patterns are loop, arches, and whorls?
Disagree 6 12%

Total 50 100%

3. When a fingerprint is found at a crime scene is it Agree 45 90%

known as a ‘fingermark’ or ‘latent print’.
 Disagree 5 10%

Total 50 100%

4. Along with the DNA, fingerprints are not Agree 14 28%

playing an important role in identifying victims
following natural or man made disasters such as
earthquake or bombing.
Disagree 36 72%

Total 50 100%

5. Can fingerprint change when a person gets Agree 9 18%

older?
Disagree 41 82%

Total 50 100%

The findings from Table 2 shed light on the criminology students' understanding of
fingerprint identification and development. Examining their responses to various questions
reveals important insights into their knowledge and perceptions.

For Question 1, which explored the possibility of two individuals having the same
fingerprints, it is notable that a significant portion of the students (44%) disagreed with this
statement. This suggests that a majority of the students understood and recognized the
uniqueness and individuality of fingerprints. However, it is worth mentioning that a small
percentage (6%) still held the belief that two people can have identical fingerprints, which
could be an opportunity for further clarification or education on the topic.

Moving on to Question 2, the high percentage (88%) of students who agreed that the three
main types of fingerprint patterns are loops, arches, and whorls demonstrates a solid grasp of
this fundamental aspect of fingerprint identification. However, it is essential to address the
concerns of the remaining students (10%) who disagreed, as they may require additional
explanation or clarification to align their understanding with the widely accepted
classification of fingerprint patterns.

Question 3 assessed the students' knowledge regarding the terminology associated with
fingerprints found at a crime scene. The overwhelming majority (90%) correctly recognized
that such fingerprints are commonly referred to as 'finger marks' or 'latent prints.' The small
percentage (10%) of students who disagreed may benefit from further exploration or
discussion to understand the appropriate terminology used in forensic investigations.

One particularly interesting finding arises from Question 4, which examined the students'
perceptions of the role of fingerprints in disaster victim identification. The majority of
students (72%) disagreed with the statement that fingerprints, along with DNA, are not
crucial in identifying victims following natural or man-made disasters. However, a notable
proportion (28%) agreed with this statement, suggesting the presence of misconceptions or a
need for additional information regarding the importance of fingerprints in such scenarios.
Addressing these misconceptions could help enhance the students' understanding of the
significant role fingerprints play in disaster victim identification efforts.

Lastly, Question 5 explored whether fingerprints change as a person ages. The majority of
students (82%) correctly disagreed with the notion that fingerprints undergo significant
changes with age. However, a small percentage (18%) of students agreed, indicating a
potential misunderstanding or lack of awareness regarding the stability and permanence of
fingerprints over time.

Overall, the data highlights the overall proficiency and knowledge of the criminology
students in various aspects of fingerprint identification and development. It also underscores
specific areas where further education, clarification, or discussion may be beneficial to
enhance their understanding and address any misconceptions. By refining their
comprehension of fingerprint-related concepts, these students will be better equipped to
contribute to the field of criminology and forensic science.

Table 2.1

Fingerprint Pattern

Question Response Frequency Percentage

6. This fingerprint pattern type is Plain Arc. Agree 36 72%

Disagree 14 28%

Total 50 100%

Question Response Frequency Percentage

7. This fingerprint pattern type is Ulnar loop. Agree 22 44%

Disagree 28 56%

Total 50 100%

Question Response Frequency Percentage

8. This fingerprint pattern is Accidental whorl. Agree 28 56%

 Disagree 22 44%

Total 50 100%

Question Response Frequency Percentage

9. This pattern are identify as Radial loop. Agree 43 86%

Disagree 7 14%

Total 50 100%

Question Response Frequency Percentage

10. Identify this kind of fingerprint pattern as Plain Agree 42 84%

whorl.
Disagree 8 16%

Total 50 100%

The findings presented in Table 2.1 offer valuable insights into the ability of
criminology students to identify different fingerprint patterns. Analyzing their responses to
specific questions provides a deeper understanding of their knowledge and accuracy in
pattern recognition.

Examining Question 6, it is remarkable that the majority of students (72%) correctly

identified the picture as representing a "Plain arch" fingerprint pattern. This demonstrates a
strong comprehension of the distinguishing characteristics of a plain arch pattern among the
student cohort. The 28% who disagreed may benefit from further guidance or clarification to
enhance their understanding of this specific pattern.

Question 7 results show that 56% of criminology students correctly identified the pattern in
the picture as a Ulnar loop, while 44% disagreed. This indicates a majority's accurate
recognition of this specific fingerprint pattern. The students who identified it correctly
demonstrated a solid understanding of Ulnar loops. The remaining students who disagreed
may benefit from further clarification or discussion to improve their understanding. Overall,
the data highlights the importance of reinforcing knowledge and understanding of fingerprint
patterns among criminology students. Strengthening their ability to identify patterns
accurately will enhance their proficiency in forensic analysis.

Question 8 delved into the identification of an "Accidental whorl" fingerprint pattern. The
data revealed that 56% of the students correctly recognized this pattern, while 44% disagreed.
The majority who agreed demonstrated a commendable understanding of the unique features
associated with an accidental whorl. The remaining students who disagreed may benefit from
further clarification or additional examples to enhance their recognition skills.

Examining Question 9, which inquired about the identification of a "Radial loop" fingerprint
pattern, it is impressive to see that 86% of the students accurately identified this pattern.
Their ability to recognize the distinct characteristics of a radial loop showcases their
competence in fingerprint analysis. The 14% who disagreed could be provided with further
explanation and visual examples to refine their understanding.

Lastly, Question 10 assessed the identification of a "Plain whorl" fingerprint pattern. It is

notable that 84% of the students correctly recognized this pattern, while 16% disagreed. The
majority who agreed displayed a strong grasp of the key features associated with a plain
whorl. The students who disagreed might benefit from additional exposure to different
examples and comparative analysis to enhance their pattern recognition skills.

Overall, the data indicates a generally high level of proficiency among the criminology
students in identifying various fingerprint patterns. While there is room for improvement
among a minority of students, the majority displayed a solid understanding of the
distinguishing features of different patterns. Strengthening their ability to accurately identify
fingerprint patterns will undoubtedly contribute to their effectiveness in future forensic and
investigative work within the field of criminology.

Table 2.2

Powdering Method

Question Response Frequency Percentage

11. Titanium oxide (TiO2) is a kind of powder is Agree 40 80%

utilized as a single-step development and matrix
technique for chemical imaging of latent
Disagree 10 20%
fingerprints without the requirement of a high-
resolution mass spectrometer.

Total 50 100%

Question Response Frequency Percentage

12. Rodamine B dye is a kind of fluorescent, Agree 24 48%

organic dye consists of 1% of the formulation with
the remaining components consisting of an
Disagree 26 52%
adhesive mixture of boric acid, talc, and barium
carbonate.
 Total 50 100%

Question Response Frequency Percentage

13. Regular powder differs from magnetic powders Agree 39 78%

in the respect that magnetic powders
contain iron and they adhere to a magnet. Disagree 11 22%

Total 50 100%

Question Response Frequency Percentage

14. Magnetic powders are best applied to shiny Agree 34 68%

surfaces, such as plastic containers. When dusting
for fingerprints with magnetic powder, crime scene
Disagree 16 32%
investigators must use a magnetic applicator which
has a magnet. Magnetic powder is applied with a
light hand with brushing

Total 50 100%

Table 2.2 presents a comprehensive overview of the responses obtained from the
criminology students regarding the powdering method for latent fingerprint detection. The
aim of this table was to gather insights into the students' familiarity with various powders
used in forensic investigations. Specifically, in question 11, the students were asked whether
Titanium oxide (TiO2) could serve as a standalone technique for chemical imaging of latent
fingerprints, eliminating the need for a high-resolution mass spectrometer. Surprisingly, a
majority of the students, amounting to 80%, agreed with this proposition, indicating a solid
understanding of the subject matter. On the other hand, a significant minority of 20%
disagreed, perhaps due to a lack of knowledge or differing opinions. Nonetheless, the
consensus among experts supports the stance of the students who agreed, affirming their
correctness.

Delving deeper into question 12, the students were presented with information about
Rodamine B dye, an organic fluorescent dye that constitutes a mere 1% of the overall
formulation. The remaining components of this formulation consist of an adhesive mixture
comprising boric acid, talc, and barium carbonate. The responses revealed a slight divide
among the students, with 48% agreeing and 52% disagreeing. However, the correct answer,
supported by scientific evidence and expert opinion, aligns with the agreement of the 48% of
students.

Shifting focus to question 13, the aim was to explore the students' understanding of the
distinction between regular powder and magnetic powder. A significant majority of 78%
correctly acknowledged that magnetic powders contain iron particles, which enable them to
adhere to a magnet. Unfortunately, a notable minority of 22% disagreed, indicating some
confusion or misconceptions regarding this fundamental aspect. This discrepancy highlights
the need for further education and clarification in the field of forensic science.
Lastly, question 14 aimed to assess the students' knowledge of the appropriate application of
magnetic powders. The students were informed that magnetic powders are particularly
effective on shiny surfaces, such as plastic containers, and that a magnetic applicator
equipped with a magnet is necessary for dusting fingerprints with this type of powder. The
majority of criminology students, constituting 68%, correctly agreed with this statement,
demonstrating their understanding of the appropriate usage of magnetic powders. However,
an intriguing 32% of the students were misinformed and disagreed with the statement,
indicating a potential gap in their knowledge or a misunderstanding of the subject matter.

In conclusion, Table 2.2 provides valuable insights into the knowledge and understanding of
criminology students regarding the powdering method for latent fingerprint detection. While
the majority of the students demonstrated a solid grasp of the concepts presented, some
discrepancies and misconceptions were observed. These findings underline the importance of
continuous education, training, and clarification in the field of forensic science to ensure
accurate and effective investigations.

Table 2.3

Chemical Method

Question Response Frequency Percentage

15. Iodine vapors are absorbed by fats contained in Agree 35 70%

the fingerprints left on the paper. Iodine reveals the
fingerprints by coloring them characteristic brown.
Disagree 15 30%

Total 50 100%

Question Response Frequency Percentage

16. Ninhydrin is a chemical powder that is soluble Agree 39 78%

in ethanol or acetone at room temperature. When a
solution of ninhydrin is applied to fingerprints
Disagree 11 22%
(usually via a simple spray bottle), the reacts with
the amino acids that are present in fingerprint
residue

Total 50 100%

Question Response Frequency Percentage

17. Iodine method is based on the reaction of silver Agree 37 74%

ions with chlorides in the fingerprints, which are
visualized in brown, violet or black
Disagree 13 26%
 Total 50 100%

Question Response Frequency Percentage

18. Cyanoacrylate method relies on the deposition Agree 37 74%

of polymerized cyanoacrylate ester on residues of
latent fingermarks. The method develops clear,
Disagree 13 26%
stable, white colored fingerprints.

Total 50 100%

Table 2.3 provides a comprehensive overview of the criminology students' responses

regarding the chemical method for latent fingerprint detection, shedding light on their
understanding of various chemicals used in forensic investigations. The table aimed to
evaluate the students' familiarity with these chemicals and their ability to comprehend the
principles underlying each method. Let's explore the responses to each question in more
detail.

Question 15 inquired about the use of iodine vapors to reveal fingerprints on paper. The
students were asked whether iodine, by being absorbed by the fats in the fingerprints, would
cause them to turn brown. It was encouraging to see that 70% of the students correctly agreed
with this statement, recognizing the characteristic brown coloration resulting from the
reaction. However, 30% of the students disagreed, suggesting a potential knowledge gap or
alternative perspectives on this particular aspect.

Moving on to question 16, the students were presented with information about Ninhydrin, a
chemical powder that is soluble in ethanol or acetone at room temperature. They were then
asked whether a solution of Ninhydrin, typically applied through a spray bottle, reacts with
the amino acids present in fingerprint residue, leading to the visualization of fingerprints.
Impressively, 78% of the students agreed, demonstrating their understanding of Ninhydrin's
interaction with amino acids. However, it is noteworthy that 22% of the students disagreed,
indicating a potential need for further clarification or education on this topic.

Question 17 delved into the foundation of the Iodine method for fingerprint visualization.
Students were informed that this method relies on the reaction of silver ions with chlorides
present in fingerprints, resulting in the visual manifestation of colors such as brown, violet, or
black. It was intriguing to find that 74% of the students agreed with this statement, aligning
with the established understanding of the Iodine method. However, 26% of the students
disagreed, suggesting a potential gap in their knowledge or alternative interpretations.

Finally, question 18 focused on the Cyanoacrylate method, which involves depositing

polymerized cyanoacrylate ester on latent fingerprint residues. This method produces clear,
stable, and white-colored fingerprints. It is worth noting that the majority of students, 74% of
them, correctly agreed with this statement, showcasing their comprehension of the
Cyanoacrylate method. However, 26% of the students disagreed, indicating a potential need
for further explanation or clarification regarding this technique.
In summary, Table 2.3 provided valuable insights into the criminology students'
understanding of the chemical methods employed in latent fingerprint detection. While a
significant portion of the students demonstrated a solid grasp of the subject matter, some
variations and misconceptions were observed in specific questions. These findings emphasize
the ongoing need for continuous education, training, and clarification to ensure accurate and
effective forensic investigations in the field of criminology. By addressing these knowledge
gaps, we can further enhance the students' understanding and proficiency in the chemical
methods used for latent fingerprint detection.

Table 3

Recommendation of the Respondents

Problem Recommendation Frequency Percentage Rank

Limited access to Curriculum 34 68% 1

practical training enhancement
Enhanced practical 16 32% 2
training
Total 50 100%

Lack of proper Modernize 43 86% 1

equipment and resources
resources Alumni 7 14% 2
engagement
Total 50 100%

Difficulty in Continuous 23 46% 2

recognizing and professional
classifying development
different Emphasis on 27 54% 1
fingerprint patterns pattern recognition

Total 50 100%

Inadequate Practical exercises 17 34% 2

knowledge of and simulations
fingerprinting
Integration of 33 66% 1
techniques
technology
Total 50 100%

Variation in Research 22 44% 2

fingerprint quality opportunities
Mentorship and 28 56% 1
collaboration
Total 50

Limited exposure Ethical and legal 40 80% 1

 to real-world training
scenarios Networking events 10 20% 2
and conferences
Total 50 100%

Ethical Continuous 39 78% 1

considerations and assessment and
legal implications feedback
Professional 11 22% 2
development
resources
Total 50 100%

Table 3 presents the recommendations provided by criminology students to

address the challenges they encounter in developing their fingerprinting competence. The
primary issue identified is the limited access to practical training, which hinders the students'
ability to gain practical experience and proficiency in fingerprinting. The top
recommendation, ranked first with 68% support, is curriculum enhancement. This involves
incorporating comprehensive training modules that focus on fingerprinting techniques. The
second-ranked recommendation, favored by 32% of students, is enhanced practical training to
provide more hands-on experience.

Another problem highlighted by students is the lack of proper equipment and

resources. To address this, 86% of the students recommend modernizing resources by
allocating sufficient funds to regularly upgrade fingerprinting equipment, software, and
resources. This includes providing state-of-the-art fingerprint kits, lifting materials,
fingerprint databases, and image enhancement tools. Additionally, 14% of students suggest
engaging alumni who have pursued careers in fingerprinting or forensic science. This
involvement can take the form of mentorship programs, guest lectures, or panel discussions
to share experiences and provide valuable insights.

The difficulty in recognizing and classifying different fingerprint patterns is the third
problem identified. A majority of 54% of students recommend emphasizing pattern
recognition through comprehensive training modules. This training would focus on
identifying and differentiating various fingerprint patterns, enabling students to improve their
accuracy in analyzing and interpreting prints. The second-ranked recommendation, supported
by 46% of students, is continuous professional development to keep up with advancements in
fingerprinting techniques.

The fourth problem relates to inadequate knowledge of fingerprinting techniques. The

primary recommendation, endorsed by 66% of students, is the integration of technology in
criminology programs. This includes incorporating modules on the latest fingerprinting
technologies, such as automated fingerprint identification systems (AFIS) and advanced
image enhancement software. This ensures students are familiar with modern tools and
techniques. Practical exercises and simulations are the second-ranked recommendation,
favored by 34% of students.
 The fifth problem identified is the variation in fingerprint quality, which can pose
challenges in extracting useful information from low-quality or partial prints. The top
recommendation, supported by 56% of students, is mentorship and collaboration.
Establishing mentorship programs and facilitating collaboration with experienced
professionals can greatly benefit students' development. Research opportunities are the
second-ranked recommendation, endorsed by 44% of students.

Limited exposure to real-world scenarios is the sixth problem, with 80% of

criminology students recommending ethical and legal training. This includes incorporating
ethical guidelines and legal regulations surrounding fingerprinting, data protection, and
privacy rights into the curriculum. Emphasizing integrity, professionalism, and respect for
individual rights is considered crucial. Networking events and conferences are the second-
ranked recommendation, favored by 20% of students.

The seventh problem revolves around ethical considerations and legal implications in
fingerprinting, as it involves the handling of personal data. The top recommendation,
supported by 78% of students, is continuous assessment and feedback. This involves
implementing regular assessments, such as practical examinations, case studies, and peer
evaluations, to track students' progress and provide constructive feedback. Professional
development resources are the second-ranked recommendation, with 22% of students
endorsing it.

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION

This chapter introduces the summary, findings, conclusion, and recommendations

based on the analysis of the data and the information gathered in this undertaking.

SUMMARY

This study attempted to find out the Solis Institute of Technology Student’s
Fingerprinting Competence: An Assessment. It seeks to answer the following.
1. What is the profile of the respondents in terms of:
A. Age
B. Gender
C. Civil status
D. Year level
2. What is the level of competence along:
A. Fingerprint identification
B. Fingerprint development
(Powdering method)
(Chemical method)
3. Researcher’s recommendations

FINDINGS
The findings of the analysis indicate that the following outcomes have been averted

A. Profile of the Respondents

1. Based on the analysis of the results, the majority of respondents, comprising twenty-six
individuals or 52%, fall within the age range of 20-21.
1.1 In terms of the respondents' gender distribution, the analysis uncovered that
twenty-seven individuals, representing fifty-four percent of the total, identified
themselves as male. On the other hand, twenty-three individuals, comprising forty-six
percent, identified as female. This indicates a slightly higher representation of male
respondents in the survey.
1.2 Regarding the respondents' academic year level, the majority, accounting for
forty-four percent (22 individuals), were 3rd year criminology students. Thirty-four
percent (17 individuals) were in their 2nd year, and twenty-two percent (11
individuals) were in their 4th year.
1.3 Exploring the civil status of the respondents revealed a noteworthy trend. All fifty
criminology students who took part in the survey reported being single, constituting
one hundred percent of the sample. This indicates a prevalent single status among the
participants, highlighting their focus on academic pursuits and possibly a lower
incidence of committed relationships or marriages among this group.

B. Fingerprint Identification and Development (Powdering Method and Chemical

method)

2. According to the analysis of the results presented in Table 2, the findings indicate that a
large majority of criminology students held specific viewpoints. In question 1, concerning
fingerprint identification, 94% of the students disagreed with the possibility of two
individuals having the same fingerprint, while 6% agreed. In question 2, regarding the three
main types of fingerprint patterns (loop, arches, and whorls), 88% of the students agreed,
while 12% disagreed. Question 3 focused on whether a fingerprint found at a crime scene is
referred to as a 'fingermark' or 'latent print,' with 90% of the students agreeing and 10%
disagreeing. Question 4 explored the role of fingerprints alongside DNA in identifying
victims following disasters like earthquakes or bombings. Here, 72% of the students
disagreed, while 28% agreed. Finally, in question 5, which inquired about potential changes
in fingerprints with age, the majority of students (82%) disagreed, while 18% agreed.
2.1 The analysis of the results from the first image reveals that a majority of students
held certain opinions. In question 6, 72% of the students agreed that the image depicted a
fingerprint pattern of plain arch, while 28% disagreed. For question 7, 56% of the students
disagreed that the image represented an ulnar loop, while 44% agreed. In question 8, 56% of
the majority agreed that the image represented an accidental whorl, while 44% disagreed.
Question 9 showed that 86% of the students identified the image as a radial loop, while 14%
disagreed. Finally, in question 10, the majority of 84% of students identified the image as a
plain whorl, while 16% disagreed.
2.2 Upon analyzing the results related to the powdering method, it was observed that
the majority of criminology students held certain views. In statement 11, 80% of the students
agreed that Titanium oxide (TiO2) is a type of powder used as a single-step development and
matrix technique for chemical imaging of latent fingerprints, eliminating the need for a high-
resolution mass spectrometer. However, 20% disagreed with this statement. Regarding
statement 12, 52% of the majority disagreed that Rodamine B dye is a fluorescent organic
dye that comprises 1% of the formulation, with the remaining components being an adhesive
mixture of boric acid, talc, and barium carbonate, while 48% agreed. Statement 13
highlighted the difference between regular powder and magnetic powder, with 78% of
students agreeing that magnetic powders contain iron and adhere to a magnet, whereas 22%
disagreed. Lastly, in statement 14, 68% of the majority agreed that magnetic powders are
most effective on shiny surfaces like plastic containers. Crime scene investigators must use a
magnetic applicator with a magnet and apply magnetic powder gently with brushing.
However, 32% disagreed with this statement.
2.3 After analyzing the results in the chemical method, it was found that the majority
of participants had certain opinions. In statement 15, 70% agreed that Iodine vapors are
absorbed by fats present in fingerprints on paper, resulting in characteristic brown coloring of
the fingerprints. However, 30% disagreed with this statement. Moving on to statement 16, the
majority of 78% agreed that Ninhydrin is a chemical powder that dissolves in ethanol or
acetone at room temperature. When applied to fingerprints using a spray bottle, it reacts with
the amino acids in the fingerprint residue. On the other hand, 22% disagreed with this
statement. Concerning statement 17, 74% of the participants agreed that the Iodine method is
based on the reaction between silver ions and chlorides in fingerprints, resulting in
visualizing the prints in brown, violet, or black. However, 26% disagreed with this statement.
Lastly, in statement 18, the majority of 74% agreed that the Cyanoacrylate method involves
depositing polymerized cyanoacrylate ester on latent fingermark residues, resulting in clear,
stable, white-colored fingerprints. Nevertheless, 26% disagreed with this statement.

Problems met in their fingerprinting competence, majority of the problem indicated in

the table was interpreted as common. Those problems specified are the following; a) Limited
access to practical training b) Lack of proper equipment and resources c) Difficulty in
recognizing and classifying different fingerprint patterns d) Inadequate knowledge of
fingerprinting techniques e) Variation in fingerprint quality f) Limited exposure to real-world
scenarios g) Ethical considerations and legal implications.

C. Recommendation

3. The recommendation to the problem met among the possible solution provided in table 3,
the following recommendations ranked 1: a) Curriculum enhancement. Review and update
the criminology curriculum to ensure it includes comprehensive modules on fingerprinting
techniques, pattern recognition, and analysis. Integrate practical exercises, case studies, and
simulations to provide hands-on experience. b) Modernize resources. Allocate sufficient
funds to upgrade fingerprinting equipment, software, and resources regularly. Ensure students
have access to state-of-the-art fingerprint kits, lifting materials, fingerprint databases, and
image enhancement tools. c) Emphasis on pattern recognition. Criminology programs should
incorporate comprehensive training modules that focus on pattern recognition and
classification. By providing in-depth instruction on identifying and differentiating various
fingerprint patterns, students can improve their ability to analyze and interpret prints
accurately. d) Integration of technology. Criminology programs should include modules on
the latest fingerprinting technologies, such as automated fingerprint identification systems
(AFIS) and advanced image enhancement software. This ensures students are familiar with
the tools and techniques used in modern fingerprint analysis and can adapt to evolving
technological advancements. e) Mentorship and collaboration. Establishing mentorship
programs or facilitating collaboration between criminology students and experienced
professionals in the field can greatly benefit their development. Mentors can provide
guidance, share practical insights, and offer valuable feedback, while collaboration with
professionals can expose students to real-world challenges and foster networking
opportunities. f) Ethical and legal training. It is essential to incorporate ethical and legal
considerations into the curriculum. Students should be educated about the ethical guidelines
and legal regulations surrounding fingerprinting, data protection, and privacy rights.
Emphasizing the importance of maintaining integrity, professionalism, and respect for
individual rights is crucial for future practitioners. g) Continuous assessment and feedback.
Implement regular assessments and feedback mechanisms to evaluate students' progress in
fingerprinting competence. This can include practical examinations, case studies, and peer
evaluations to identify areas for improvement and provide constructive feedback.

CONCLUSION

Based on the findings of the study the following are the conclusion.

1. The profile of the respondents reveals that the majority of participants in the study belong
to the age bracket of 20-21. Additionally, it is notable that a majority of the respondents are
male. In terms of academic year, most of the participants are in their third year. Furthermore,
it is worth mentioning that the majority of respondents identify as single.

2. The problems faced by criminology students in developing fingerprinting competence

include limited access to practical training, a lack of proper equipment and resources,
difficulty in recognizing and classifying different fingerprint patterns, inadequate knowledge
of fingerprinting techniques, variation in fingerprint quality, limited exposure to real-world
scenarios, and the need to consider ethical and legal implications. These challenges hinder
students' ability to acquire the necessary skills and knowledge in fingerprint analysis,
ultimately affecting their competency in this field.

3. To address the common problems encountered by students, potential solutions include

enhancing the curriculum to incorporate relevant content, modernizing resources such as
equipment and software, emphasizing pattern recognition through dedicated training,
integrating technology like AFIS and digital tools, fostering mentorship and collaboration
with professionals, providing ethical and legal training, and implementing continuous
assessment and feedback mechanisms. These solutions aim to improve students' competence
in fingerprinting by providing them with comprehensive education, access to up-to-date
resources, practical skills development, ethical awareness, and ongoing support for their
learning and growth.
RECOMMENDATIONS

Based on the arrived the conclusion the following recommendation is hereby offered.

1. Addressing the problems encountered in fingerprinting competence requires proper and

innovative solutions, with schools playing a key role in providing training to both teachers
and students in this area. Schools should prioritize the inclusion of fingerprinting training in
their curriculum, ensuring that teachers receive the necessary knowledge and skills to
effectively teach fingerprinting techniques. Additionally, schools should allocate resources to
provide practical training opportunities for students, such as establishing dedicated
fingerprinting labs and organizing workshops or guest lectures by experts in the field. By
taking a proactive approach and investing in innovative teaching methods, schools can
empower teachers and students to develop strong fingerprinting competence, fostering a
deeper understanding of the subject and preparing students for future challenges in this field.

2. Teachers play a vital role in fostering student interest and initiatives in the field of
forensics. It is crucial for teachers to actively encourage and cultivate the curiosity of their
students, motivating them to explore and engage with the subject matter. This can be
achieved by organizing interactive activities, such as crime scene simulations, guest lectures
by forensic professionals, or field trips to forensic laboratories. Teachers should also provide
guidance and resources for students interested in conducting research or projects related to
forensics, supporting them in their exploration of the subject. By creating an environment that
nurtures student initiatives and enthusiasm, teachers can inspire a passion for forensic science
and potentially uncover the next generation of talented forensic professionals.

3. Creating a conducive learning environment and employing effective strategies is crucial in

encouraging students to actively participate in activities. Teachers should strive to establish a
supportive and inclusive classroom atmosphere where students feel comfortable expressing
their ideas and opinions. This can be achieved through open discussions, group work, and
encouraging collaboration among peers. Providing clear objectives and expectations for the
activity, along with demonstrating its relevance and real-world applications, can also
motivate students to engage and participate.

4. The school plays a crucial role in encouraging student participation in fingerprinting and
forensic science. By offering practical training opportunities and modernizing equipment,
students can gain hands-on experience and develop their skills in this field. Engaging alumni
who have pursued careers in fingerprinting or forensic science can provide valuable guidance
and inspiration. Mentorship programs and collaboration with professionals create a
supportive environment that nurtures student interest and fosters learning. Through these
initiatives, the school can empower students to actively engage in fingerprinting activities and
cultivate their passion for forensic science.