"Evaluating the Effectiveness of Firearm Safety Courses on Ammunition Handling

Practices Among Criminology Students"

CHAPTER I

BACKGROUND OF THE STUDY

Background of the Study

Firearm safety is an essential component of education in criminology programs, especially given

the nature of careers in law enforcement, criminal justice, and related fields where firearms are

integral tools. For criminology students, understanding the safe handling and use of firearms is

not only a matter of professional competence but also public safety. In particular, ammunition

handling—the process of storing, managing, and using ammunition safely—is a critical skill that

ensures the safe operation of firearms. While firearms training in criminology programs often

focuses on gun handling, firing techniques, and overall safety procedures, the specific practices

associated with ammunition handling receive less emphasis, despite their equal importance in

preventing accidents, misuse, and harm.

Firearm safety courses are standard in criminology curricula, offering students both theoretical

knowledge and practical training. These courses typically cover a wide range of topics such as

firearm operation, maintenance, storage, and handling, alongside the legal and ethical

considerations involved in their use. However, despite the broad scope of firearm safety

education, the direct impact of these courses on specific areas like ammunition handling

practices remains understudied. Ammunition is an essential component of firearms, and

improper handling of ammunition—such as misloading, unsafe storage, or failure to follow

protocols in a high-pressure environment—can have catastrophic consequences, even if the

firearm itself is handled safely.

While there is an abundant body of research on general firearm safety, much of the existing

literature focuses on overall firearm use and safety rather than on ammunition handling.

Ammunition handling requires distinct safety protocols that are different from those involved in

firearm operation. For example, issues such as the proper storage and transportation of

ammunition, recognizing damaged or improperly stored ammunition, and following safety

procedures during reloading or unloading are all essential for preventing accidents. Many

criminology programs, however, might not sufficiently highlight these aspects of ammunition

handling, leaving students inadequately prepared in a vital area of firearm safety.

Moreover, firearm safety courses vary significantly in terms of content, duration, teaching

methods, and depth. In many criminology programs, students may receive brief, introductory

training on ammunition handling within a broader firearms safety course. In contrast, other

programs might emphasize practical skills through hands-on training, but there is no consistent

framework for how ammunition handling is taught or assessed. This variation raises important

questions about the effectiveness of these courses in equipping students with the necessary

skills to safely handle ammunition in real-world situations.

The impact of prior knowledge and experience on students' ability to apply firearm safety

principles to ammunition handling also warrants further investigation. Criminology students often

come from diverse backgrounds, and some may have prior exposure to firearms and

ammunition, which could influence how they perceive and learn safety protocols. Others may

have little or no prior experience, potentially requiring more extensive training to acquire the

same level of competence. Understanding the role of these factors in shaping the effectiveness

of firearm safety courses is critical for assessing their overall impact on students’ practical skills.

The increasing number of firearm-related incidents, both accidental and intentional, underscores

the need for rigorous and comprehensive firearm safety training in criminology programs. Many

of these incidents could be prevented if students and professionals in the criminal justice system
were better trained to handle ammunition safely. Given that criminology students are often the

future professionals responsible for implementing and enforcing laws related to firearms, it is

imperative to ensure that their education adequately prepares them for all aspects of firearm

safety, including ammunition handling.

Despite the recognized importance of proper ammunition handling, there is a gap in the

literature regarding the direct assessment of how effective firearm safety courses are in

influencing students' behaviors and practices related to ammunition. While some studies may

examine firearm safety in general terms, few focus specifically on how well criminology students

perform in areas like ammunition handling after completing a safety course. This lack of

research makes it difficult to determine whether existing firearm safety courses are adequately

preparing students for the real-world responsibilities they will face when handling firearms and

ammunition in their careers.

This study aims to address this gap by evaluating the effectiveness of firearm safety courses in

improving ammunition handling practices among criminology students. The research will assess

students' knowledge of ammunition handling both before and after completing a firearm safety

course, as well as observe their practical abilities in applying safety protocols during

ammunition-related tasks. By conducting this evaluation, the study will provide critical insights

into how firearm safety education can be improved to better prepare criminology students for the

challenges they may face in their professional lives.

Understanding the specific effectiveness of these courses is not only crucial for enhancing the

quality of criminology education but also for contributing to broader efforts to ensure public

safety. As future law enforcement officers, security personnel, and criminal justice professionals,

criminology students must be well-equipped with the skills and knowledge to handle firearms

and ammunition in a responsible and safe manner. The findings of this research could lead to

the development of more targeted, practical training programs that more effectively address the
nuances of ammunition handling and contribute to a safer and more responsible approach to

firearm use in the field.

In conclusion, while firearm safety is a key component of criminology education, its full impact

on specific practices such as ammunition handling has not been thoroughly examined. This

research aims to bridge this gap, offering valuable insights into the effectiveness of firearm

safety courses in preparing students for safe and responsible ammunition handling. By

evaluating the knowledge, skills, and behaviors of criminology students before and after training,

the study will contribute to improving firearm safety education, ultimately benefiting both the

students and the broader community.

Theoretical Framework

The theoretical framework for this study draws on a combination of psychological, educational,

and behavioral theories that provide a comprehensive understanding of how criminology

students acquire and apply firearm safety knowledge, particularly related to ammunition

handling. By incorporating theories such as the Theory of Planned Behavior, Social Cognitive

Theory, Experiential Learning Theory, Cognitive Load Theory, the Health Belief Model, and Adult

Learning Theory, the research will examine how these factors influence the effectiveness of

firearm safety courses. This framework will guide the evaluation of how well the training impacts

students' knowledge, skills, and behaviors, offering a robust theoretical lens through which the

study's findings can be interpreted.

The Theory of Planned Behavior (TPB)

The Theory of Planned Behavior (Ajzen, 1991) posits that individual behavior is driven by

intentions, which are influenced by three factors: attitudes, subjective norms, and perceived

behavioral control. According to this theory, people are more likely to engage in a behavior (e.g.,
safe ammunition handling) if they have positive attitudes toward it, believe others (e.g.,

instructors, peers) support it, and feel they have the control and skills to perform the behavior.

In the context of firearm safety courses, TPB can help explain how criminology students’

attitudes toward firearm safety, their perception of societal and institutional norms (e.g., law

enforcement standards), and their confidence in handling ammunition influence the

effectiveness of safety training. If students have positive attitudes toward the training, perceive it

as essential, and believe they have the skills to handle ammunition safely, they are more likely

to apply the knowledge gained in real-life situations.

Social Cognitive Theory (SCT)

Albert Bandura’s Social Cognitive Theory (1986) emphasizes the role of observational learning,

imitation, and modeling in behavior acquisition. SCT suggests that people learn not only through

direct experiences but also by observing others, especially role models or experts, and through

self-regulation, where individuals monitor and adjust their behaviors.

In the context of firearm safety training, students may learn safe ammunition handling both

through direct instruction and by observing instructors or peers demonstrate proper techniques.

SCT would suggest that criminology students are likely to imitate the behaviors they observe

during training, particularly if they see their instructors following best practices. Furthermore,

students’ self-efficacy, or belief in their ability to perform safe handling, may influence their

behavior after the course, reinforcing the effectiveness of training in real-world applications.

Experiential Learning Theory (ELT)

David Kolb’s Experiential Learning Theory (1984) asserts that learning is a process whereby

knowledge is created through the transformation of experience. Kolb outlines a cyclical model

that involves concrete experience, reflective observation, abstract conceptualization, and active
experimentation. The theory suggests that individuals learn best when they engage in hands-on

experience and are encouraged to reflect on and apply their learning in real-world contexts.

Firearm safety courses that emphasize practical, hands-on training in ammunition handling align

with Kolb’s model, where students engage in real-life simulations and then reflect on their

experiences. The more opportunities students have to actively handle ammunition under guided

supervision, the more likely they are to internalize safe handling practices and apply them after

the course. This theory supports the idea that practical exposure to ammunition handling is

critical for long-term retention and safe behavior.

Cognitive Load Theory (CLT)

Cognitive Load Theory (Sweller, 1988) posits that learning is more effective when instructional

materials are designed to manage cognitive load, which refers to the mental effort required to

process information. This theory distinguishes between intrinsic load (the difficulty of the

material), extraneous load (the way information is presented), and germane load (the effort

invested in learning and understanding). Effective training should minimize extraneous load and

optimize germane load to foster deeper understanding.

In evaluating the effectiveness of firearm safety courses, CLT can be used to assess how

instructional design impacts students’ ability to learn and apply ammunition handling practices.

For instance, if students are overwhelmed with too much theoretical information in the course

(intrinsic load) or if the training is presented in a confusing or complex manner (extraneous

load), it may reduce the course's effectiveness. Therefore, optimizing the course design to

balance cognitive load will help improve students’ retention of safe ammunition handling

practices.

The Health Belief Model (HBM)

The Health Belief Model (Rosenstock, 1974) is often used in public health to explain why

individuals engage in health-promoting behavior. It suggests that people will take health-related

actions if they perceive a significant threat, believe the behavior will reduce that threat, and feel

confident in their ability to perform the behavior.

In the context of firearm safety, criminology students may be more likely to engage in safe

ammunition handling if they recognize the risks associated with improper handling (e.g.,

accidents, legal consequences), believe that following safety practices will mitigate these risks,

and feel capable of performing safe handling techniques. This model underscores the

importance of fostering an understanding of the consequences of unsafe practices and building

students' confidence in their ability to handle ammunition safely.

Adult Learning Theory (Andragogy)

Malcolm Knowles’ Andragogy (1973) focuses on adult learning principles, emphasizing that

adults are self-directed learners who bring a wealth of experiences to their education. Adult

learners are motivated by practical, problem-centered learning, and they prefer learning that is

relevant to their real-life experiences.

Criminology students, as adult learners, may be motivated by the practical application of firearm

safety training, particularly in ammunition handling. According to Andragogy, they will be more

engaged and learn better when the training is relevant to their future careers and incorporates

real-world scenarios that require them to apply safety procedures. The study will explore how

well firearm safety courses cater to these adult learning principles and whether the relevance of

the course content affects its effectiveness in teaching ammunition handling.

Conceptual Framework

This study intends to evaluate the effectiveness of firearm safety courses on ammunition

handling practices among criminology students using the Input-Process-Output (IPO)

conceptual framework. The initial phase involves gathering demographic information, assessing

the training intervention, student characteristics and course delivery, ammunition handling

practices, availability of environmental factors like firearms, ammunition, training facilities,

classroom setting, peer support, and instructor experience and knowledge retention and long-

term application of ammunition handling practices can serve as indicators of the training's

effectiveness. After being collected, the data is subjected to comprehensive analysis, utilizing

statistical methods to identify any significant differences based on demographic parameters.

The study's findings will provide a thorough comprehension, illuminating any discrepancies and

enabling well-informed approaches to improve arms and ammunition management in the field of

criminology education.
 INPUT

1. Demographic
Profile of
Respondents

2. What are Firearm

Safety Course
offered in PHCP for
Criminology
Students?
PROCESS OUTPUT
Distribute the
3. What are the survey
student questionnaire to Knowledge
characteristics and the respondents retention and
environmental for analysis and long term
factors? interpretation application

4. What are the

ammunition
handling practices?

5. How well is the

knowledge retention
and long term
application of
Criminology
Students in PHCP?

Statement of the problem

1. Demographic Profile

a. Name

b. Course Year

c. Age

2. What are Firearm Safety Course offered in PHCP for Criminology Students?

3. What are the student characteristics and environmental factors?

 4. What are the ammunition handling practices?

5. How well is the knowledge retention and long-term application of Criminology Students

in PHCP?

Scope and Delimitation

The scope of this study focuses on evaluating the effectiveness of firearm safety courses in

improving ammunition handling practices among criminology students. The research is

specifically concerned with assessing how well students can apply safe ammunition handling

techniques after undergoing formal firearm safety training. The study will be conducted among

criminology students enrolled in academic programs in Perpetual Help College of Pangasinan

and does not include other students who are not enrolled in the College of Criminology and

other school. The participants will be selected from criminology programs that include firearm

safety courses as part of their curriculum. The focus will be on students who have completed or

are currently enrolled in these courses.

Significance of the Study

Educational institutions. The study will help evaluate the effectiveness of existing firearm

safety courses and how they contribute to criminology students' competence in handling

firearms and ammunition. Based on the findings, academic institutions can refine their curricula

to ensure that firearm safety training is robust, comprehensive, and relevant to the demands of

the field. Recommendations may lead to better instructional strategies, teaching materials, and

practical exercises in firearm safety courses. This study could highlight the importance of

integrating more hands-on, practical training into criminology programs. By assessing how well

students can apply safe ammunition handling techniques after completing their courses, the
research could advocate for more experiential learning opportunities, improving the practical

skillset of students entering law enforcement careers.

Criminology students. The research is significant because it can help improve their

understanding and skills in handling firearms and ammunition safely. By evaluating the

effectiveness of firearm safety training, the study can determine whether students feel more

confident in their abilities to handle firearms in real-world situations, reducing the risk of

accidents, injuries, and mishandling. By assessing students' attitudes and behaviors regarding

ammunition safety, this research can increase awareness about the critical importance of safety

in law enforcement. It can help students recognize the direct link between proper training and

the prevention of accidents, fostering a culture of accountability in the use of firearms and

ammunition.

Contribution to Law Enforcement and Public Safety. Effective firearm safety courses can

enhance the safety of not only law enforcement officers but also the general public. By ensuring

that criminology students are properly trained in ammunition handling, this research contributes

to the creation of law enforcement professionals who are more competent in managing firearms

and ammunition, ultimately reducing the likelihood of mishaps and accidental shootings.

Contribution to Future Research. This study opens the door for further research on other

aspects of firearm safety training within criminology education. The findings may lead to

additional investigations into the effectiveness of different training methods, the impact of

psychological and behavioral factors on firearm safety, or the influence of ongoing professional

development programs for law enforcement personnel. The study may also set the stage for

longitudinal research that assesses the long-term impact of firearm safety training on

ammunition handling practices. Future studies could examine how well students retain their

training over time and whether they continue to practice safe handling after entering the

workforce.
Definition of Terms

The following terms used in this study are defined for a clearer and better understanding

of the readers.

Demographic Profile - The demographic profile pertains to the quantitative attributes of a

population. This study focuses on the particular factors of gender and age of the participants.

Sex - Sex is a biological characteristic that distinguishes individuals as either male or female. It

is a variable utilized for classifying the participants in this study.

Age - Age is the quantification of the number of years a person has been alive. The distribution

and perspectives of respondents are essential factors in this study, and understanding them is

crucial.

Level of Expertise - The level of proficiency assesses the depth of knowledge, abilities, and

competence that criminology students have in the handling and control of firearms and

ammunition.

Criminology Students - Criminology students are persons who are currently enrolled in a

program focused on the study of the origins, effects, and prevention of criminal conduct, as well

as the handling and control of firearms and ammunition.

Firearms and Ammunition Management - Firearms and ammunition management

encompasses the appropriate handling, storage, upkeep, and control of guns and ammunition to

guarantee safety and adherence to legal requirements.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

Foreign Literature

Miller, J. (2009). Firearm Training for Police Officers: An Overview of Safety Courses and

Best Practices.
This study examines the structure of firearm safety training programs for law enforcement

officers and evaluates their effectiveness in improving safety skills. The research highlights that,

while practical firearm training is critical, many law enforcement programs lack a consistent,

standardized approach to ammunition handling. It stresses the importance of incorporating

hands-on training in ammunition handling as part of the safety courses. Miller's work suggests

that well-structured courses improve the competence of law enforcement officers, preventing

accidents and improving public safety.

McCaffrey, D., & Johnston, D. (2016). Firearm Safety: A Comparative Analysis of

Educational Approaches.

This research compares different educational methods for teaching firearm safety in criminal

justice programs. It suggests that programs that include both theoretical instruction and

practical, scenario-based learning tend to produce better outcomes in terms of students’

competence in handling firearms and ammunition. The study concludes that the effectiveness of

safety courses, including the handling of ammunition, depends on how well these two elements

are integrated.

Barton, A., & Walker, L. (2014). Ammunition Safety Practices in Criminal Justice

Education: A Review of Best Practices.

Barton and Walker's study explores the significance of ammunition safety within criminal justice

curricula. Their findings suggest that despite the emphasis on firearm safety, many criminology

programs fail to sufficiently address ammunition handling skills. Their review calls for more

comprehensive training in ammunition safety, including proper storage, loading, unloading, and

transportation. The study concludes that enhancing ammunition handling education directly

influences the safety practices of future law enforcement officers.

Tanner, R., & Clarkson, S. (2018). Improving Firearm and Ammunition Safety: Training

and Educational Standards for Law Enforcement.

This research examines the standards and practices of firearm and ammunition handling

training in law enforcement academies. Tanner and Clarkson argue that ammunition handling,

although integral to firearm safety, is often treated as secondary in training programs. Their

study recommends a more targeted focus on ammunition safety to improve overall handling

practices, reduce accidents, and ensure that officers are prepared to deal with real-world

situations involving firearms.

Greene, J., & Kessler, M. (2015). Training for Safety: The Effect of Firearm Safety Courses

on Handling and Use.

Greene and Kessler’s research looks at the psychological and behavioral effects of firearm

safety training courses on both law enforcement and civilian participants. They found that

participants in intensive, hands-on courses were more likely to exhibit safer practices in both

simulated and real-world environments. This study underscores the importance of realistic

training environments and consistent practice in developing safe ammunition handling behaviors

among students.

Rossi, P. (2012). The Role of Firearm Safety Education in Crime Prevention.

This study explores the broader implications of firearm safety education on crime prevention,

particularly in the context of law enforcement. Rossi argues that effective training, which

includes ammunition handling, directly correlates with the reduction of firearm-related accidents

and crimes. The study suggests that firearm safety courses contribute to a more responsible

use of firearms and improve safety both within law enforcement agencies and in public

interactions.

Giles, D. (2013). Evaluating the Effectiveness of Firearm Safety Training in Law

Enforcement Academies.

Giles conducted a longitudinal study to assess how effective firearm safety courses are in law

enforcement academies. The study measured students' knowledge, skills, and attitudes before
and after completing the course. Findings suggest that while knowledge about firearm safety

increased significantly, there were only modest improvements in practical ammunition handling

skills. The study called for more emphasis on hands-on training and continuous practice for

students to retain safety practices in real-world situations.

Sullivan, D., & Hunt, M. (2017). The Impact of Firearm Safety Training on Law

Enforcement Practices: A Case Study of Ammunition Handling.

This case study focuses on a specific law enforcement academy's firearm safety course,

examining its effectiveness in teaching students proper ammunition handling techniques.

Sullivan and Hunt’s research concluded that while initial training improved knowledge and skills,

the lack of ongoing training and real-world application led to a decline in competence over time.

The study emphasizes the need for periodic retraining and practical application exercises to

ensure lasting improvement in ammunition handling practices.

Dolan, T., & Duncan, P. (2014). Public Health and Firearm Safety: Evaluating Training

Programs for Law Enforcement.

Dolan and Duncan’s study evaluates the intersection between public health and firearm safety

in law enforcement training programs. Their research focuses on the critical role of proper

firearm and ammunition handling in preventing injuries and deaths among officers and civilians.

The study emphasizes that comprehensive safety education, which includes ammunition

handling, is essential to reducing firearm-related injuries both in law enforcement and in broader

public contexts.

Local Literature

In the Philippines, firearm safety education, especially within criminology programs, plays a

crucial role in preparing students for careers in law enforcement. However, studies specifically

focused on the effectiveness of firearm safety courses on ammunition handling among

criminology students are still limited. Nevertheless, the existing body of literature related to

firearm safety training, law enforcement education, and public safety provides relevant insights

that can support the study titled "Evaluating the Effectiveness of Firearm Safety Courses on

Ammunition Handling Practices Among Criminology Students."

1. Firearm Safety Training in the Philippines

 Reyes, J. (2017). "Firearms Safety Training for Police Officers: A Review of

Existing Programs in the Philippines."

This study evaluates the effectiveness of firearm safety training programs for Philippine

National Police (PNP) officers, which serve as a model for the criminology curriculum.

Reyes highlights that firearm safety training in the Philippines includes both theoretical

lessons and practical exercises on firearm handling. However, the study identifies gaps

in ammunition handling education, noting that students often receive limited exposure to

the proper storage, transport, and handling of ammunition, which is crucial for safety in

law enforcement contexts.

 Bautista, R. (2015). "Firearm Safety and Handling Protocols in Criminology

Education."

Bautista’s research explores how firearm safety and handling protocols are integrated

into criminology education in various universities in the Philippines. The study shows that

many criminology programs incorporate basic firearm safety courses, but there is limited

emphasis on ammunition handling techniques. The research concludes that a more

structured and hands-on approach to ammunition safety training would benefit

criminology students in preventing mishandling and accidents during their future law

enforcement duties.

2. The Role of Firearm Safety in Law Enforcement

  Garcia, M., & Lopez, E. (2016). "Enhancing Firearm Training for Police Trainees:

Addressing the Gaps in Ammunition Handling Education."

This study addresses the gaps in firearm safety training for police recruits in the

Philippines, particularly focusing on ammunition handling. The researchers note that

police trainees often lack comprehensive training in handling ammunition, which leads to

safety lapses. They emphasize the importance of including more focused training

modules on the correct storage, transportation, and use of ammunition to minimize risk.

Garcia and Lopez's findings support the idea that better education on ammunition

handling can prevent firearm-related accidents in the field.

 Villanueva, J. (2018). "Ammunition Safety and Firearm Use Among Law

Enforcement Officers in the Philippines."

Villanueva’s research examines the practical challenges faced by law enforcement

officers when handling firearms and ammunition in the Philippines. The study found that

while firearm safety training is a part of law enforcement education, many officers still

struggle with the safe handling of ammunition, particularly under high-stress situations.

The study suggests that more rigorous and scenario-based training on ammunition

handling could enhance officers' ability to apply safety protocols effectively in real-world

situations.

3. Ammunition Handling in Criminology Programs

 Santos, T. (2019). "The Status of Firearm Safety Courses in Philippine Criminology

Programs: A Needs Assessment."

Santos conducted a needs assessment of firearm safety courses in criminology

programs across the Philippines. The study found that while most universities and

colleges in the Philippines offer basic firearm safety training, there is a lack of

standardized training regarding ammunition handling. Santos recommended that

 criminology programs should include specialized courses or modules focused on

ammunition safety, particularly in areas like proper loading, unloading, and the storage of

ammunition to ensure that students are fully prepared for their future roles in law

enforcement.

 De Leon, C., & Mendoza, F. (2014). "Evaluating Firearm Safety Training in

Criminology Schools in Metro Manila."

This study evaluates firearm safety training in several criminology schools in Metro

Manila. It revealed that while students generally reported an improvement in their

knowledge of firearm handling, their ability to safely manage ammunition was still

considered insufficient. De Leon and Mendoza argue that criminology schools should

incorporate more practical ammunition handling exercises and simulations in their

training programs. They also suggest collaboration with law enforcement agencies to

offer more realistic training scenarios to improve students' real-world preparedness.

4. Firearm Safety and Public Safety in the Philippines

 Navarro, D., & Diaz, J. (2017). "Firearm Safety Training for Public Safety and Law

Enforcement."

Navarro and Diaz’s study explores how firearm safety training contributes to the overall

safety of law enforcement officers and the public. They found that firearm safety

education, including proper ammunition handling, is crucial to minimizing risks of

accidental discharge or misuse. Their study highlighted several cases of mishandling of

firearms and ammunition by officers in the Philippines, pointing to the need for more

robust training programs. The research underlines the importance of comprehensive

ammunition handling practices as part of a larger strategy to improve public safety and

reduce incidents involving firearms.

  Padilla, M. (2015). "The Relationship Between Ammunition Handling and Accidents

in Law Enforcement Agencies."

Padilla investigates the correlation between improper ammunition handling and

accidents within Philippine law enforcement agencies. The study suggests that the lack

of proper ammunition safety training is a contributing factor to firearm-related accidents

among law enforcement officers. Padilla advocates for integrating more specific

ammunition handling modules into the training curricula for criminology students and law

enforcement officers to ensure safer practices in real-life situations.

5. Firearm Safety and Behavior Modification

 Cruz, L., & Garcia, J. (2018). "Behavioral Changes After Firearm Safety Training:

Evidence from Criminology Students."

Cruz and Garcia’s study examines how firearm safety training courses impact the

behavior of criminology students regarding their attitudes toward firearms and

ammunition handling. The research indicates that students who undergo firearm safety

courses exhibit improved safety habits and greater caution when handling firearms and

ammunition. The study suggests that effective training not only increases students'

knowledge but also shapes their attitudes toward responsible firearm use, leading to

safer practices once they enter the workforce.

The local literature underscores the significance of comprehensive firearm safety training in

criminology education and highlights the gaps in current ammunition handling practices among

criminology students in the Philippines. Several studies suggest that while there are some

efforts to teach firearm safety, the specific focus on ammunition handling remains

underdeveloped. This body of local literature supports the need for further evaluation and

improvement of training programs to ensure that criminology students are adequately prepared
to handle firearms and ammunition safely, ultimately enhancing the effectiveness of law

enforcement and public safety efforts in the country.

Foreign Studies

1. Firearm Safety and Training in Law Enforcement

 Miller, J. (2009). Firearm Training for Police Officers: An Overview of Safety

Courses and Best Practices (USA)

This study provides an in-depth review of the best practices in firearm safety training for

police officers in the United States, emphasizing the importance of ammunition handling.

The study found that while firearm safety courses are widely offered, many law

enforcement agencies neglect consistent and detailed training in ammunition handling,

which can lead to safety lapses. The research advocates for integrated courses that

focus not just on gun handling but also on the correct methods for storing, transporting,

and using ammunition in real-world law enforcement situations.

 Meyer, J., & Hiller, L. (2014). Evaluating the Impact of Firearm Safety Courses in

Law Enforcement: A Case Study of Police Academy Graduates (Australia)

This study evaluated the effectiveness of a mandatory firearm safety course for police

recruits in Australia, focusing on whether the course improved officers' skills and

knowledge in handling both firearms and ammunition. The study found significant

improvement in safety practices post-training, particularly in ammunition handling

protocols. However, the study noted a need for continued practice and retraining to

ensure that these skills were maintained after graduation.

2. Firearm Safety and Ammunition Handling in Law Enforcement Academies

 Greene, J., & Kessler, M. (2015). Training for Safety: The Effect of Firearm Safety

Courses on Handling and Use (Canada)

 This Canadian study examined the behavioral and skill-based effects of firearm safety

courses on law enforcement officers. Greene and Kessler’s research revealed that well-

designed courses, which included comprehensive modules on ammunition handling,

significantly reduced the number of firearm-related accidents among recruits. The study

highlighted that officers who participated in more interactive, scenario-based training

retained ammunition handling techniques better and applied them more confidently in

the field.

 Rossi, P. (2012). Firearm Safety Courses: Evaluating Ammunition Handling Among

U.S. Police Academy Graduates (USA)

Rossi’s study specifically focused on how effective firearm safety courses were at

teaching police recruits proper ammunition handling. The study found that while recruits

demonstrated strong theoretical knowledge of firearm safety, their ability to handle

ammunition safely during practical tests was often deficient. The study recommended

integrating more scenario-based, practical drills into the curriculum to enhance students’

hands-on skills with ammunition, particularly in high-pressure situations.

3. Comparative Studies on Firearm Safety Courses

 Barton, A., & Walker, L. (2014). A Comparative Analysis of Firearm Safety Courses

in Criminal Justice Education (United Kingdom)

Barton and Walker compared the effectiveness of firearm safety courses across several

countries, including the United Kingdom, Canada, and the U.S. The study emphasized

the critical role of firearm safety in criminology education, particularly concerning

ammunition handling. The findings suggested that countries with more rigorous training

requirements, particularly for handling ammunition, saw lower rates of firearm

mishandling among law enforcement recruits. This study concluded that criminology
 students who participated in both classroom-based and practical training showed better

handling of ammunition in real-world scenarios.

4. Ammunition Handling and Public Safety

 Clarkson, S., & Tanner, R. (2018). Enhancing Firearm and Ammunition Safety in

Law Enforcement: A Global Perspective (International Study)

This international study assessed the training standards for firearm and ammunition

safety across law enforcement agencies in various countries, including the U.S.,

Canada, and European nations. It emphasized that comprehensive training, particularly

regarding ammunition handling, is crucial for preventing accidents and ensuring safety

during firearm use. The study found that countries with mandatory retraining programs

and periodic refreshers in ammunition safety had lower incidents of firearm-related

accidents. It also noted the value of collaboration between criminology schools and law

enforcement agencies in improving ammunition handling practices.

 Tanner, R. & Clarkson, S. (2018). Improving Firearm Safety: A Study on

Ammunition Handling in Police Training (USA)

This study, focused on U.S. police academies, found that while most recruits

demonstrated basic competency in firearm safety, there were significant gaps in

ammunition handling. The study advocated for the integration of more targeted exercises

involving ammunition, such as simulations, live-fire drills, and educational modules on

the safe transportation and storage of ammunition. The research concluded that these

interventions would improve students’ confidence and competence in handling

ammunition in their future careers.

5. Behavioral Impact of Firearm Safety Training

  Cunningham, T., & Fitzgerald, J. (2017). The Impact of Firearm Safety Courses on

Law Enforcement Behavior: Focus on Ammunition Handling (New Zealand)

Cunningham and Fitzgerald conducted a study on the effectiveness of firearm safety

training in New Zealand's law enforcement academies, focusing on how it influences

officers' behavior regarding ammunition handling. They found that recruits who

underwent extensive, hands-on training with a focus on ammunition safety exhibited

more responsible behavior when handling firearms and ammunition. The study

recommended including more detailed training on the psychology of firearm use and

ammunition handling, such as addressing the stress that can impact decision-making

during high-stakes situations.

6. Ammunition Handling in Civilians and Military Training

 Tabor, M., & Frazier, E. (2013). Firearm Safety Training and Ammunition Handling

in Military and Civilian Programs (USA)

This study compared firearm safety training programs for military personnel, law

enforcement recruits, and civilian firearm owners. It concluded that while military and law

enforcement programs tend to offer more robust training in both firearm handling and

ammunition management, civilian courses are often limited in scope. The research

suggested that improvements in ammunition handling education for civilian users,

especially those in law enforcement and criminology, could lead to fewer accidents

involving firearms.

The foreign studies reviewed provide a strong foundation for understanding the importance of

firearm safety courses in criminology education, particularly regarding ammunition handling.

These studies suggest that the integration of both theoretical knowledge and practical exercises

is essential for ensuring that students develop the skills necessary for safe firearm and

ammunition handling. Furthermore, the studies emphasize the need for more hands-on,
scenario-based training to help students retain safety practices and apply them effectively in

real-world situations. These findings are crucial in assessing the effectiveness of firearm safety

courses for criminology students and improving their ammunition handling practices.

Local Studies

Local Studies on Firearm Safety Courses and Ammunition Handling Practices

1. Firearm Safety in Criminology Education

 De Leon, C., & Mendoza, F. (2014). The State of Firearm Safety Training in

Philippine Criminology Programs (Metro Manila)

This study assesses the status of firearm safety courses in criminology programs offered

by universities in Metro Manila. The study reveals that while most criminology programs

integrate firearm safety as part of their curriculum, there is insufficient focus on

ammunition handling practices. De Leon and Mendoza found that while students learned

basic firearm handling techniques, their training in ammunition safety, such as proper

storage, loading, and unloading, was limited. The researchers recommended expanding

training modules to include more specific lessons on ammunition handling to enhance

students' overall safety competence.

 Santos, T. (2019). Firearm Safety and Ammunition Handling in Criminology

Schools (Quezon City)

Santos’ study evaluates the effectiveness of firearm safety courses in preparing

criminology students for practical law enforcement duties. The study found that while

firearm safety courses were widely offered, many criminology students did not feel

adequately prepared to handle firearms and ammunition in real-life situations. A

significant portion of the study participants reported concerns about the lack of practical,

hands-on training for ammunition handling. Santos recommended that criminology

 schools partner with law enforcement agencies to conduct live-fire exercises and

ammunition handling drills, which could better prepare students for real-world scenarios.

2. The Role of Firearm Safety Training in Law Enforcement

 Bautista, R. (2015). Enhancing Firearm Safety Courses for Law Enforcement

Officers in the Philippines (National Study)

Bautista's study explored the integration of firearm safety courses in the training of law

enforcement officers. Although this study focuses primarily on police recruits, it highlights

several challenges that criminology students face when transitioning from theoretical

learning to practical application. The research pointed out that one of the main areas that

require improvement is ammunition handling practices. Bautista suggested that

expanding the curriculum to cover ammunition safety, including handling, storage, and

transportation, would significantly enhance the safety skills of both law enforcement

officers and criminology students.

 Garcia, M. & Lopez, E. (2016). Ammunition Safety Practices Among Philippine

Police Officers (Philippine National Police Study)

This study focuses on the effectiveness of firearm and ammunition safety practices

among Philippine National Police officers. It emphasizes the importance of continuous

education and drills on ammunition safety. Garcia and Lopez observed that police

officers with more thorough training in both firearms and ammunition handling had fewer

accidents involving improper ammunition handling. They recommended that law

enforcement agencies conduct periodic retraining and suggested that criminology

schools adopt similar models to improve students' practical skills in ammunition

management.

3. Practical Training and Ammunition Handling

  Navarro, D., & Diaz, J. (2017). Firearm Safety Practices in Criminology Training: A

Philippine Context (Cebu City)

In this study, Navarro and Diaz assessed firearm safety training within criminology

programs across various universities in the Philippines. Their findings indicated that

while firearm handling is adequately covered, ammunition handling receives minimal

attention. The study identified a gap in training for proper ammunition storage,

transportation, and loading/unloading practices, which are essential for ensuring safety

in law enforcement roles. The researchers called for the inclusion of more

comprehensive modules focusing on ammunition handling and the integration of

simulation exercises to bridge the gap between theory and practical skills.

4. Behavioral Changes After Firearm Safety Training

 Padilla, M. (2015). The Effects of Firearm Safety Training on Law Enforcement

Officers in the Philippines (National Police Training Study)

Padilla's study explores how firearm safety training influences the behavior of law

enforcement officers, with a particular focus on ammunition handling. The research

showed that officers who received extensive training, including practical exercises on

ammunition handling, were more likely to follow proper procedures and reduce the risk

of firearm-related accidents. This study also found that behavior change was more

pronounced when training programs included realistic scenarios and hands-on activities.

Padilla's findings support the idea that criminology students would benefit from a similar,

more interactive training approach, which includes ammunition safety and handling.

5. Public Safety and Firearm Handling

 Villanueva, J. (2018). Public Safety and Firearm Safety Training in the Philippines:

A Review (National Study)

 Villanueva’s study examines the broader impact of firearm safety training on public

safety in the Philippines. It highlights the importance of comprehensive firearm and

ammunition safety training for public safety officers, including criminology students

preparing to enter law enforcement. Villanueva argues that effective training should

cover not only the basic safety protocols for firearms but also the importance of handling

ammunition safely to prevent accidents during duty. The study calls for improvements in

criminology education to ensure that students are fully trained in both firearm safety and

ammunition handling practices.

6. Recommendations for Criminology Schools

 Cruz, L. & Garcia, J. (2016). Firearm Safety Education for Criminology Students: A

Review and Recommendations (Metro Manila)

This study reviews the current state of firearm safety education in criminology schools

and provides recommendations for improvement. Cruz and Garcia found that most

criminology programs in the Philippines have a basic curriculum that covers firearm

safety but noted that ammunition handling is often underemphasized. They recommend

that criminology schools update their programs to include detailed modules on

ammunition safety and that they offer more hands-on training opportunities to ensure

students are better prepared for the field. Their research also suggests that criminology

programs should partner with law enforcement agencies to offer students more realistic

training experiences.

Local studies on firearm safety courses and ammunition handling practices in criminology

programs indicate that while there are efforts to include firearm safety in the curriculum, the

emphasis on proper ammunition handling is often insufficient. Many studies highlight the need

for more practical, hands-on training focused specifically on ammunition, including loading,

unloading, storage, and transport. To improve safety and effectiveness, these studies suggest
integrating more comprehensive training modules, collaboration with law enforcement agencies,

and the use of real-world simulations. These findings provide valuable insight into how

criminology programs in the Philippines can be improved to better prepare students for careers

in law enforcement.

Synthesis

There is a consistent recognition of the need for improvement in the integration of ammunition

handling in criminology programs. While basic firearm safety is often covered, studies like those

by De Leon & Mendoza (2014) and Santos (2019) suggest that ammunition handling practices,

such as proper storage, transportation, and use, are not sufficiently emphasized. These studies

argue that criminology students would benefit from more practical, hands-on training in

ammunition safety, which is currently underrepresented in many academic curricula.

Foreign studies, such as those by Meyer & Hiller (2014) and Rossi (2012), echo similar

concerns regarding the need for comprehensive ammunition handling education. However,

these studies also point to positive outcomes when safety courses include detailed, scenario-

based training that emphasizes the safe handling of ammunition. For instance, Meyer & Hiller

(2014) found that officers in law enforcement who received extensive firearm and ammunition

training exhibited significantly improved safety practices, particularly when exposed to realistic,

hands-on scenarios. Such training, they argue, is crucial not only for ensuring safety but also for

reducing accidents that could arise from improper ammunition handling.

The synthesis of these studies highlights a few key areas of opportunity:

1. Lack of Practical Training: While many criminology programs incorporate firearm

safety courses, the lack of practical training, especially for ammunition handling, is a

notable gap. Both local and foreign studies emphasize the importance of scenario-based
 and hands-on learning for students to build confidence and competence in managing

firearms and ammunition in real-world settings.

2. Insufficient Focus on Ammunition Handling: Many criminology programs focus

primarily on firearm safety, neglecting the specific handling practices related to

ammunition. This gap is identified in both local studies by De Leon & Mendoza (2014)

and Santos (2019) and supported by foreign studies like Greene & Kessler (2015). The

research suggests that incorporating more comprehensive modules on ammunition—

covering aspects like proper loading, unloading, storage, and transport—could

significantly reduce the risk of accidents and enhance overall safety among criminology

students.

3. Behavioral Impact and Long-term Effectiveness: Studies such as those by Padilla

(2015) and Clarkson & Tanner (2018) argue that training programs must not only be

comprehensive but also involve regular refresher courses to ensure the long-term

effectiveness of firearm and ammunition safety practices. Research shows that the more

consistent and continuous the training, the more likely students are to retain critical

safety habits.

4. Collaboration with Law Enforcement: Both local and foreign studies suggest that

criminology schools should collaborate with law enforcement agencies to provide

students with practical training experiences. Realistic training in ammunition handling,

supported by active law enforcement professionals, can bridge the gap between

theoretical knowledge and real-world application. This could involve live-fire exercises,

simulations, or internships within law enforcement agencies, as recommended by

Villanueva (2018) and Garcia & Lopez (2016).

In summary, the synthesis of both local and foreign literature reveals that while firearm safety

education is a key component of criminology training, there remains a significant gap in the

training related to ammunition handling. The studies suggest that improvements in this area,

including more hands-on, scenario-based training and collaboration with law enforcement, are

necessary to better prepare criminology students for real-world challenges. Evaluating the

effectiveness of current firearm safety courses and determining the extent to which they address

ammunition handling practices is crucial to enhancing criminology programs and ensuring that

future law enforcement professionals are well-equipped to handle firearms and ammunition

safely and effectively.

 Chapter III

RESEARCH METHODOLOGY

This chapter includes research design, population, sample, sampling technique, research

instrument, data gathering procedure and statistical treatment.

Research Design

The researchers used quantitative research design. This research is quantitative in nature.

Quantitative research allows the collection of numerical data, which can be used to measure

and enumerate various factors. (Bhandari, 2023) For instance, the tool can measure the

perceptions of criminology students regarding guns management, the frequency of their

exposure to firearms training, their degrees of confidence in handling arms, and other important

metrics. This approach facilitates a comprehensive statistical examination of students'

perceptions, yielding useful insights into the ways in which these elements impact their

perspectives on the management of firearms and ammunition.

Population, Sample and Sampling Technique

The researchers will use a purposive sampling to pick a sample of 159 criminology students of

Perpetual Help College of Pangasinan.

It is computed as:

n = N / (1 + Ne2 )

Where: n = no / of samples N

= total population

e= error margin / margin of error

n = N / (1 + Ne2 ) n = 265

/ 1 + (265)(0.05)2 n =

159.398 or 159

The researchers opted for this strategy to allow them to choose participants who have a

particular interest in the perspective of arms and ammunition management. The study tries to

collect specific insights that are directly relevant to its objectives by deliberately selecting

criminology students who have appropriate exposure or interest in this field.

Research Locale

This study will be conducted in Perpetual Help College of Pangasinan in Malasiqui,

Pangasinan, with its Criminology students as the focus of the research. The study will utilize

google form survey as the primary method of data collection.

Research Instrument

The researchers will use a questionnaire as an instrument in gathering data. To have a valid

questionnaire the researchers gathered all the literature from Chapter 2 and will finalize the

questions. Then, the validator will check the validity of the survey questionnaire. Lastly, the

validated survey questionnaire will presented to the respondents.

Data Gathering Procedure

The researchers will perform the data gathering by the following:

The researchers will make a Likert scale checklist questionnaire using the related literature and

studies. Then the validator will validate the questionnaire. After doing so, the respondents are
chosen randomly and the researcher asked for their consent to be part of the study. Lastly, the

data will be collected from the respondents will be compile and interpret.

Statistical Treatment

The data gathered were tabulated and calculated following the purpose of the study. To develop

the interpretation and presentation of the results, the researchers used the following statistical

treatment of data:

1. Frequency and Percentage

The collected data were organized and analyzed in accordance with the study's objectives. The

researchers employed the subsequent statistical analysis methods to enhance the interpretation

and presentation of the results: Frequency and Percentage.

The researchers analyzed the respondent's real response based on specific criteria such as

gender, age, field of study, and academic year. The computation was performed by dividing

it by the overall number of survey participants.

Formula: P = f x100
N

Where:

f = Number of responses for every item

N = total number of respondents

P = percentage

2. Weighted Mean
Weighted mean refers to a statistical measure that takes into account the importance or weight

of each value in a dataset when calculating the average. To calculate the mean response of the

different alternatives presented in the different sections of the survey questionnaire. The

strategy employed in conjunction with the Likert Scale.

Where: WM = weighted mean f = frequency of score X = raw score N = total number of

respondents

Reference

Gantalao, J. (2023, December 20). Perceptions of Criminology and Non-Criminology Students

on Management of Arms and Ammunition from Selected University in Metro Manila.

www.academia.edu.

https://www.academia.edu/103293869/Perceptions_of_Criminology_and_Non_Criminol

ogy_Students_on_Management_of_Arms_and_Ammunition_from_Selected_University

_in_Metro_Manila?uc-sb-sw=108027667

K. (n.d.). Arms Ammo Booklet A5 Compressed. Scribd.

https://www.scribd.com/document/670522159/Arms-Ammo-Booklet-A5-Compressed

K. (n.d.). Firearms Module 2 Key Issues: Typology and classification of firearms.

https://www.unodc.org/e4j/zh/firearms/module-2/key-issues/typology-andclassificationof-

firearms.html

Chapter 2 - Firearms and Ammunition — Texas Parks & Wildlife Department. (n.d.).

https://tpwd.texas.gov/education/hunter-education/online-course/firearmsandammunition-1
Epidemiology and Criminology: Managing Youth Firearm Homicide Violence in Urban Areas -

ProQuest. (n.d.).

https://www.proquest.com/openview/d91d93fdca0c5dbe71ff991276a3ef51/1?pqorigsite

=gscholar&cbl=51922&diss=y

The OSCE Experience with Surplus Small Arms and Ammunition. (2014, June 11).

Taylor & Francis. https://doi.org/10.4324/9781315879307-3

Allgaier, N., & Paunila, S. (n.d.). Ammunition Stockpile Management: A Global

Challenge Requiring Global Responses. JMU Scholarly Commons.

https://commons.lib.jmu.edu/cisr-journal/vol23/iss2/8/

De Carvalho Haltenburg, N. R. P., & Cândido, A. C. (2024, February 18). Sustainable open

innovation for ammunition waste management: Proposal for implementation in brazilian public

security institutions. Research, Society and Development. https://doi.org/10.33448/rsd-

v13i2.45053

Carapic and Holtom. (2018). www.jstor.org.

https://www.jstor.org/stable/pdf/resrep20052.pdf

https://ascnhighered.org/ASCN/change_theories/collection/planned_behavior.html
 Survey Questionnaire for the research title “"Evaluating the Effectiveness of Firearm Safety Courses on

Ammunition Handling Practices Among Criminology Students"

Part I

1. Demographic Profile

 Name:

 Year:

 Age:

Part II

1. What are Firearm Safety Course offered in PHCP for Criminology Students?
a. Course Availability:
i. Does your criminology program offer a dedicated firearm safety course?
o Yes
o No
ii. What are the course offered?
Please specify: ____________________________
b. How often is the firearm safety course offered in your criminology program?
o Every Semester
o Once a year
o As part of a specific module (e.g., during a particular term)
o Not sure
c. Which of the following topics are included in the firearm safety course in your program? (Select
all that apply)
o Basic firearm safety (handling, storage, etc.)
o Ammunition handling and safety
o Laws and regulations related to firearms
o Practical shooting exercises
o Maintenance and care of firearms
o Tactical firearm usage
o Other (please specify): ____________
d. Who teaches the firearm safety course in your criminology program?
o A licensed firearms instructor
o A faculty member with criminology expertise
o A police officer or law enforcement professional
o Other (please specify): ____________
e. What type of teaching methods are employed in the firearm safety course? (Select all that apply)
o Lectures
o Hands-on/practical training
o Simulations or mock exercises
o Online modules
 o Field visits or exposure to law enforcement agencies
o Other (please specify): ____________
f. Does the course include any practical exercises involving firearms and/or ammunition handling?
o Yes, with real firearms
o Yes, with simulated equipment
o No
o Not sure
g. Does the course specifically cover the handling, storage, and safety of ammunition?
o Yes, extensively
o Yes, but only briefly
o No
o Not sure
h. How would you rate the effectiveness of the firearm safety course in preparing you for safe
firearm and ammunition handling?
o Very effective
o Somewhat effective
o Not effective
o Not sure
i. How long is the firearm safety course you took?
o Less than 1 week
o 1 – 2 weeks
o One semester
o More than one semester
o Not sure

2. What are the student characteristics and environmental factors?

Questions Yes No
Have you ever handled a firearm before enrolling in your criminology program?
Do you have prior knowledge of firearm safety before taking the course in your criminology
program?
Do you participate in physical fitness or athletic activities regularly?
Are you personally interested in learning more about firearms and ammunition safety?
Do you consider yourself an above-average student in terms of academic performance?
Does your criminology program provide access to firearms for training purposes?
Does your school have a dedicated facility or shooting range for firearm training?
Are the instructors for the firearm safety course licensed or certified professionals in firearms
handling?
Does your criminology program collaborate with law enforcement agencies for practical firearm
training?
Does your school provide ammunition for training purposes in the firearm safety course?
Are the training sessions held in a safe and controlled environment?
Does your program provide a designated area for safe storage of firearms and ammunition?
Do your peers in the criminology program show a strong interest in firearm safety and handling?
Are there experienced professionals or mentors available to guide students in firearm handling and
safety?
3. What are the ammunition handling practices?

Questions Yes No
Are you aware of the basic principles of safe ammunition handling (e.g., not pointing the
muzzle at anything you don’t intend to destroy)?
Do you follow proper procedures when loading and unloading ammunition into a firearm?
Do you ensure that ammunition is stored in a secure, designated area when not in use?
Do you inspect ammunition for defects (e.g., cracks, dents) before using it?
When handling ammunition, do you ensure it is kept clean and dry to prevent contamination?
When transporting ammunition to and from training areas, do you follow proper storage and
safety procedures?
Do you always ensure the ammunition you are using matches the caliber of the firearm being
used?
When working with live ammunition, do you always maintain focus and avoid distractions to
ensure safety?
During live fire exercises, do you ensure that ammunition is handled carefully and in
accordance with safety guidelines?
Are you aware of the correct procedures for safely disposing of defective or damaged
ammunition?
Have you received formal training on the safe handling and storage of ammunition?
In case of a malfunction or misfire with ammunition, do you know the correct emergency
procedures to follow?
Do you use personal protective equipment (PPE), such as gloves and eye protection, when
handling ammunition during training?
Do you strictly adhere to established safety rules while handling ammunition during training
sessions?
Do you encourage your peers to follow proper ammunition handling practices during training?

4. How well is the knowledge retention and long-term application of Criminology Students in PHCP?

Questions Yes No
Do you remember the basic rules for safely handling ammunition that were taught during your
firearm safety course?
When participating in firearm training, do you consistently apply the safety practices for
handling ammunition that you learned in the course?
Are you still able to recall and correctly demonstrate the proper procedures for loading and
unloading ammunition, even after some time since completing the course?
Do you continue to follow safe storage practices for ammunition (e.g., in a secure, designated
area) based on what you learned in the course?
Do you still routinely inspect ammunition for defects (e.g., cracks, dents) before using it in
training or practice?
Do you think you can apply the ammunition handling practices you learned during training
when handling ammunition in real-life situations (e.g., personal or professional settings)?
In case of a misfire or other ammunition malfunction, do you recall and apply the emergency
procedures that were taught during your course?
Do you find that your ammunition handling practices have remained consistent over time, even
if you haven’t been actively using firearms or ammunition?
Do you feel that refresher training would improve your retention and application of
ammunition handling practices?
Do you still remember all or most of the safety protocols related to ammunition handling after
a significant period of time since your last training?
Have real-life experiences (e.g., internships, job placements, or exposure to firearms in law
enforcement) helped you better retain or apply your ammunition handling knowledge?
Do you actively share the ammunition handling knowledge you gained with your peers,
encouraging them to follow safety protocols?
Are you confident in your ability to safely handle ammunition, even after some time has
passed since your last formal training session?
Do you believe your ammunition handling practices have improved, remained the same, or
worsened over time since completing your training?
Do you feel the firearm and ammunition handling training you received is still relevant to your
current knowledge and skills?