PERCEPTION OF CRIMINOLOGY STUDENTS ON HANDLING OF FIREARMS

AND AMMUNITION

The study of criminology in the Philippines is grounded in understanding

crime, criminal behavior, law enforcement, and the broader criminal justice system.

Criminology students are trained to analyze crime trends, study criminal behavior,

and evaluate the effectiveness of law enforcement strategies. However, despite the

field's focus on law enforcement and public safety, criminology programs in the

Philippines rarely involve practical training in the handling and management of

firearms and ammunition. While criminology students often study firearms-related

crimes, gun control laws, and the theoretical implications of firearms in society, the

direct handling of firearms is typically reserved for law enforcement and military

personnel who undergo specialized training. This creates a gap between criminology

students' theoretical understanding of firearms and their practical ability to handle

and manage them in real-world situations.

In the Philippines, firearms have a complex and multifaceted role. They are

essential tools for law enforcement, personal security, and the defense of private

property. At the same time, they are a significant source of crime and violence. The

Philippines has long struggled with issues related to illegal firearms, insurgent

groups, and armed criminal organizations. Despite regulations that control firearm

ownership, the country has high rates of illegal gun possession and firearm-related

violence. According to the Philippine National Police (PNP), illegal firearms are a

major concern in the country, and their proliferation is often linked to violent crimes,

insurgencies, and organized crime. In response to these concerns, the Philippine

government has taken steps to regulate firearms and ensure the safety of its

citizens. The Firearms and Ammunition Regulation Act (Republic Act No. 10591),
passed in 2013, established stricter guidelines for the licensing, registration, and

possession of firearms. This law aims to curb the illegal possession and use of

firearms, while promoting responsible gun ownership. However, despite these

efforts, the challenge of illegal firearms remains pervasive, with many Filipinos,

including members of criminal syndicates and armed groups, gaining access to

unregistered firearms.

For criminology students, this creates a critical context in which firearms and

ammunition must be understood not just as physical objects but as significant

factors in criminal behavior, law enforcement practices, and public safety. The

handling and management of firearms, particularly in criminal justice operations,

are central concerns for any law enforcement agency, and understanding the

complexities of these issues is crucial for criminology students as future

professionals in the field. Criminology programs in the Philippines generally do not

focus on practical firearm handling. Instead, they emphasize the theoretical aspects

of crime and justice. Core subjects such as criminal law, criminological theory,

forensic science, and criminal investigation provide students with a deep

understanding of criminal behavior, legal frameworks, and the functioning of the

criminal justice system. Firearms are typically studied within the context of firearm-

related crimes (such as homicide, robbery, and illegal possession of firearms),

firearm-related laws (such as the Firearms and Ammunition Regulation Act), and the

role of firearms in crime prevention. Criminology students may also explore topics

like ballistics, forensic analysis, and crime scene investigation, all of which touch on

firearms and ammunition but do not necessarily involve practical training in

handling these tools. However, handling firearms is a practical skill that requires

specific training, knowledge, and understanding of safety protocols, legal

regulations, and tactical operations. Most criminology students do not receive

formal instruction or experience in handling firearms unless they decide to pursue

additional training through specialized law enforcement programs or by joining

agencies such as the Philippine National Police (PNP), the Armed Forces of the

Philippines (AFP), or other security organizations. These agencies provide extensive

training on the safe handling, use, and maintenance of firearms, including live-fire

exercises, situational drills, and tactical courses. Criminology students who join

these agencies after graduation may acquire hands-on experience with firearms,

but this is generally separate from their academic training in criminology. Thus, the

perception of criminology students in the Philippines regarding the handling and

management of firearms is influenced by their academic background, societal

context, and the gap between theory and practice in their education. Understanding

their perceptions is essential to evaluating how prepared they are to deal with

firearms-related issues in their future careers and how well their education aligns

with the realities of law enforcement and criminal justice.

The cultural and societal attitudes toward firearms in the Philippines are

deeply intertwined with historical, political, and social factors. On the one hand,

firearms are considered necessary for self-defense, particularly in rural areas where

the presence of insurgent groups and armed criminals is a concern. Guns are also

seen as status symbols and are sometimes used in the protection of personal

property or business interests. In urban centers, on the other hand, firearms are

often associated with gang violence, organized crime, and street-level criminal

activity. The fear of violent crime in some communities, especially in cities with high

poverty rates, contributes to a sense of insecurity, driving some individuals to

acquire firearms for protection. This ambivalence toward firearms is reflected in the
perception of criminology students. Those from rural areas or with a background in

law enforcement may have a more positive view of firearms as tools for ensuring

public safety and security. Conversely, students from urban areas, particularly those

exposed to the negative impacts of gun violence, may have a more critical view of

firearms, focusing on their role in perpetuating crime, violence, and social instability.

In recent years, gun-related violence, particularly involving extrajudicial

killings and police abuse, has intensified public debate on the regulation and control

of firearms. The Philippines has witnessed a surge in incidents where firearms have

been misused in the context of law enforcement operations, including the

controversial war on drugs initiated by former President Rodrigo Duterte. These

incidents have led to widespread concerns about the ethical implications of firearms

use, particularly among law enforcement personnel. Criminology students are likely

to be influenced by these debates, shaping their perceptions of firearms

management and their role in police work. Criminology students in the Philippines,

particularly those who aspire to join law enforcement or security services, need to

understand firearms not only in terms of criminal activity but also as tools for law

enforcement and public safety. As part of their professional development,

criminology students must be equipped to manage the complexities of firearms

regulation, handling, and safety. This includes understanding the laws surrounding

firearm possession, the ethical responsibilities associated with firearm use, and the

protocols for maintaining public safety in situations where firearms may be involved.

While criminology students may not be directly trained in firearm handling

during their academic studies, many students may choose to pursue further training

after graduation. Those who wish to join law enforcement agencies or private

security firms will undergo rigorous firearms training, which will shape their
perceptions of firearms management. In particular, law enforcement officers are

expected to have a high level of proficiency with firearms, as their role often

requires them to carry weapons for personal protection and in situations requiring

the use of force.

Moreover, as future policymakers, criminology students may also play a role

in shaping the regulations surrounding firearms ownership, use, and control. Their

understanding of the societal implications of gun violence, the legal frameworks

surrounding firearms, and the ethical dilemmas posed by gun-related crimes will

influence their ability to design and implement policies that promote responsible

firearm ownership and reduce gun violence.

The importance of understanding the perceptions of criminology students

regarding firearms handling and ammunition in the Philippines lies in the evolving

nature of the criminal justice system and the increasing recognition of firearms as

both a tool of law enforcement and a source of crime. As future professionals in the

criminal justice field, criminology students must be prepared to confront the

challenges posed by firearms and to navigate the complexities of firearm regulation

and safety. Their perceptions of firearms management, therefore, have significant

implications not only for their personal career paths but also for broader law

enforcement strategies and public safety initiatives. Given the ongoing concerns

regarding illegal firearms, gun violence, and police misconduct in the Philippines,

this research aims to explore how criminology students perceive the handling and

management of firearms and ammunition. By understanding their perceptions, this

study will contribute to the broader conversation about the adequacy of criminology

education in preparing students to address the challenges associated with firearms

in law enforcement and criminal justice. The findings could also inform curriculum
development, policy recommendations, and training programs that help criminology

students bridge the gap between theoretical knowledge and practical skills in

firearms management.

Statement of the problem

1. Demographic profile

2. What are the perceptions of criminology students regarding the

role of firearms in law enforcement and public safety?

Explanation: This question seeks to explore how criminology students

view firearms in the context of law enforcement activities, crime

prevention, and public safety. Are firearms seen as necessary tools for

police work and personal protection, or do students primarily associate

them with criminal activity and violence?

3. How do criminology students perceive the ethical implications of

firearms handling, particularly in the context of law enforcement

and self-defense?

Explanation: Given the ongoing discussions surrounding police use of

force, extrajudicial killings, and gun-related violence in the Philippines,

this question seeks to understand how criminology students view the

ethical responsibilities involved in the handling and use of firearms,

particularly by law enforcement officers.

4. What is the level of awareness among criminology students

regarding the legal frameworks and regulations governing

firearms possession, use, and control in the Philippines?

Explanation: his question aims to examine how knowledgeable

criminology students are about the laws surrounding firearms ownership,

 regulation, and control, such as the Firearms and Ammunition Regulation

Act (Republic Act No. 10591) and other relevant legislation. Are students

familiar with the legal aspects of firearm management, and do they feel

equipped to address these issues professionally?

5. How confident do criminology students feel in handling firearms

and ammunition in practical, real-world scenarios, given the lack

of formal training in firearm use during their academic studies?

Explanation: This question explores the gap between criminology

students' theoretical understanding of firearms and their ability to handle

them in real-world situations. How confident are students in applying what

they know about firearms in a practical setting, such as law enforcement

operations or security work?

6. What factors (e.g., personal beliefs, societal influences, media

portrayal of firearms) influence the perceptions of criminology

students on the handling of firearms and ammunition?

Explanation: This question seeks to identify external factors, such as

personal background, cultural context, and exposure to media (news,

films, etc.), that shape criminology students' views on firearms. Do these

factors contribute to students' attitudes toward firearms as tools for law

enforcement, self-defense, or criminal activity?

7. Do criminology students feel that their academic training

adequately prepares them to handle issues related to firearms

management in their future careers?

Explanation: This problem aims to assess whether criminology students

feel that their education sufficiently addresses the practical and

 theoretical aspects of firearms handling. Are students satisfied with the

level of firearms-related content in their coursework, or do they feel that

more hands-on training or knowledge is necessary to prepare them for

their professional roles in law enforcement or criminal justice?

8. What is the perception of criminology students regarding the role

of firearms in criminal activity, and how do they propose

addressing issues related to illegal firearms possession and gun

violence?

Explanation: This question examines how criminology students perceive

the link between firearms and criminal behavior. It also seeks to

understand how they think illegal firearms possession and gun violence

should be managed, particularly from a policy, law enforcement, and

prevention standpoint.

Review of Related Literature and Study

Foreign Literature

One significant study that sheds light on the perceptions of criminology students

regarding firearms is "Training the Next Generation of Police Officers" by

Sloan and McDonald (2016), which examines how law enforcement academies in

the United States and Canada integrate firearms training into their curricula.

According to this research, criminology students enrolled in law enforcement

programs in these countries generally undergo a combination of theoretical

coursework and practical firearms training. While theoretical education focuses

on criminology, ethics, and law, students are also required to demonstrate

proficiency in firearm handling, safety protocols, and tactical use through live-

fire training and simulations. The study found that students who receive hands-on

firearms training often develop more positive perceptions of firearms, viewing

them as essential tools for law enforcement, but also understand the serious

responsibilities that come with their use.

In comparison, Europe follows a more varied approach. For example, Poland’s

Law Enforcement Academy integrates firearms safety and training into its

criminology curriculum for students entering law enforcement, aiming to provide a

more well-rounded perspective on firearms from the outset. Research by Zawisza

et al. (2015) suggests that students who are exposed to practical firearm handling

early in their studies develop stronger ethical understandings of their use in

policing. These students are more likely to adhere to principles of proportionality

and necessity in the use of force, recognizing the weight of making life-and-death

decisions.

These studies demonstrate a key trend in criminology education in Western and

European settings: students exposed to practical firearms training often

exhibit greater confidence and clearer ethical boundaries when it comes to

the use of firearms. The exposure helps students reconcile the theoretical

understanding of criminal justice with the realities of law enforcement work.

In Australia, a study conducted by Hunter and Roberts (2014) examined how

students in criminal justice and criminology programs perceive firearms and the role

they play in both law enforcement and crime. The study found that while

criminology students in Australia generally understood the necessity of firearms for

police officers and other security personnel, they held ambivalent views on the
overall social impact of guns. Many students expressed concerns about the

escalating violence associated with firearms, particularly in urban crime settings,

and felt that gun control policies were essential for maintaining social order.

However, they also acknowledged that police officers needed to be adequately

equipped to respond to threats effectively. This dichotomy of concern and

necessity reflected students' attempts to balance their understanding of criminal

justice with broader societal debates on firearm regulation.

Furthermore, a study by Wilson and Newton (2019) in the United Kingdom

examined criminology students’ attitudes towards gun violence and police use

of firearms. It was found that UK criminology students—where gun violence rates

are generally lower compared to countries like the U.S. or the Philippines—tended to

view firearms as more problematic. The study found that students expressed

stronger aversions to firearms in general and often viewed police use of firearms

as a last resort rather than a standard part of law enforcement procedures.

However, when these same students were asked about the potential dangers they

might face as officers, their perception shifted to a more pragmatic view,

acknowledging that police officers need to be adequately trained and equipped to

handle firearms in dangerous situations. The research concluded that the

perception of firearms handling is often influenced by cultural factors, with

students in countries with lower gun violence being more inclined to question the

necessity of firearms in everyday law enforcement work.

Legal and Ethical Perspectives on Firearms Use

One of the key aspects of understanding criminology students’ perceptions of

firearms is their awareness of the ethical implications and the legal framework
surrounding the use of firearms in policing. In the United States, a study by

Carter et al. (2015) explored how police academies address ethical decision-

making in the use of force. The study found that while most criminology students

receive basic training on the ethical considerations of firearms use, there remains

a gap between ethical knowledge and practical application. Students,

especially those who had not yet entered law enforcement, were often more

idealistic about the use of force, with many expressing that they would avoid using

firearms unless absolutely necessary. However, once these students entered

training academies and experienced realistic simulations and role-playing scenarios,

they developed more nuanced views on when and how to use firearms in real-world

situations.

In Germany, research by Krause and Giese (2018) on the ethics of firearms

use in law enforcement found that criminology students and law

enforcement officers alike often held conflicting views about the ethical use of

firearms. On one hand, students understood the necessity of using firearms in

specific situations, such as during terrorist threats or armed confrontations. On the

other hand, they expressed concerns about the potential for excessive use of

force and the risk of firearms being misused by officers. This dual perception

highlights the ethical tension faced by law enforcement officers, which is often

echoed by criminology students who are grappling with how to balance public

safety with human rights.

Firearms and Public Safety

In addition to ethical considerations, criminology students’ views on firearms are

influenced by public safety concerns. A study by Brown and Darrington

(2017) in the United States analyzed how criminology students perceive the

relationship between firearm availability and public safety. The study found that

criminology students were divided in their views, with some advocating for stricter

gun control laws to reduce civilian firearm ownership and prevent gun-related

violence, while others supported greater accessibility for law-abiding citizens to

carry firearms for self-defense. This ideological division reflects the broader debate

on gun control in the U.S. and how different perspectives on firearm regulation

shape students' perceptions of their role in law enforcement and society.

Local Literature

The use of firearms in law enforcement is a topic of particular importance in the

Philippines, a country with a complex relationship to firearms. In the context of

rising crime rates, political instability, and armed conflict, firearms are often seen as

essential tools for police officers and security personnel. However, the proliferation

of illegal firearms, extrajudicial killings, and the widespread presence of

private armies have led to debates about the proper regulation and use of

firearms by law enforcement agencies.

In a study by Balonglong (2019), the role of firearms in Philippine law

enforcement was discussed, emphasizing the tension between their necessity in

maintaining peace and order and the risk of abuse. Balonglong argued that while

firearms are crucial in law enforcement, their improper use can lead to significant

public backlash, especially when police officers use firearms disproportionately. This

issue is particularly relevant for criminology students, as they will eventually be

expected to understand both the theoretical and practical aspects of firearms use

within the justice system.

Villaruel (2020) also noted that the Philippine National Police (PNP) and other

law enforcement agencies frequently incorporate firearms training in their

professional development programs. However, criminology students who do not

pursue a career in law enforcement may have limited exposure to practical firearms

training, leaving them with only theoretical knowledge. This gap may influence their

perceptions of the ethical and practical use of firearms in real-world scenarios.

The Criminology Education System in the Philippines

Criminology education in the Philippines focuses on a combination of criminological

theories, criminal law, and justice system procedures. According to Cortez (2016),

criminology students are generally exposed to the theoretical aspects of firearms,

particularly in courses dealing with criminal law and criminal procedure, but

they often lack hands-on experience with firearms and ammunition. Cortez

highlights that while criminology students may understand the legal and ethical

parameters surrounding firearm use, they are not typically trained in the practical

handling of firearms unless they continue their studies in specialized law

enforcement academies or military training.

A study by Javier (2019) revealed that criminology programs across the Philippines

vary in their approach to firearms education. Some universities offer specialized

courses on forensic firearms examination, which provide students with

theoretical and practical knowledge on firearm identification and ballistics. However,

firearms safety and practical firearms handling are not always included in the

core curriculum. Javier concluded that while criminology students in the Philippines

are generally well-versed in criminal justice theory, many are not adequately
trained to handle firearms safely and responsibly, which is a critical skill for those

entering law enforcement or security professions.

In addition, Sison (2018) found that the lack of hands-on firearms training in

criminology programs has led to a disconnect between criminology students’

academic knowledge and their ability to handle firearms in practical situations.

Sison suggested that criminology curricula should be restructured to integrate

practical training and firearms safety courses, which would not only enhance

students’ understanding of firearms handling but also better prepare them for their

future roles in law enforcement and public safety.

Criminology students’ perceptions of firearms are shaped by various factors,

including their personal beliefs, experiences with violence, and exposure to

media portrayals of guns. In the Philippines, where firearms are a pervasive issue

—due to the widespread presence of illegal firearms, the issue of political

violence, and the ongoing insurgencies—criminology students are likely to have

mixed perceptions of firearms. Some may view firearms as necessary tools for

law enforcement, while others may associate them with criminal activity and

violence.

Magno (2020) conducted a study on the attitudes of criminology students toward

firearms, and found that students' views are largely influenced by their personal

experiences with firearms, as well as by the media and popular culture. Magno

discovered that students who lived in rural areas or in regions with higher crime

rates tended to view firearms more favorably, seeing them as tools for self-defense

and protection. In contrast, students from urban areas, where gun-related violence

is more prevalent, often viewed firearms with skepticism and concern.

In another study, Gomez and Taculod (2017) found that family background and

community context also play significant roles in shaping students’ perceptions.

Students from families with military or police backgrounds were more likely to view

firearms as necessary for maintaining order, whereas those from communities with

higher rates of gun violence were more likely to have a critical stance toward

firearms.

Legal and Ethical Frameworks in the Philippines

The legal framework surrounding firearms in the Philippines is governed by the

Firearms and Ammunition Regulation Act (Republic Act No. 10591), which

regulates the ownership, possession, and use of firearms. According to Ibarra

(2018), criminology students are generally taught the provisions of this law, which

includes the requirements for obtaining gun licenses, as well as the penalties for

illegal firearm possession. However, Ibarra also points out that the enforcement of

this law remains a challenge due to the prevalence of illegal firearms and the

widespread issue of gun-related violence in the country.

Criminology students in the Philippines, therefore, have to navigate a complex

landscape where legal regulations must be balanced with the reality of illegal

firearms and the frequent misuse of guns by both criminals and law enforcement

officers. According to Diaz (2019), students’ perceptions of firearms and

ammunition are heavily influenced by the legal discourse surrounding gun control

and ownership. Diaz argues that students who are more familiar with the legal

regulations governing firearms tend to have a more balanced view, recognizing

the importance of firearms regulation in curbing criminality but also acknowledging

the role firearms play in law enforcement and national defense.

Public Safety and Firearms Regulation

Public safety concerns related to firearms in the Philippines are significant, with

widespread issues of gun violence, illegal arms trafficking, and gang-related

violence. In a study by Alba (2019), the author explored how criminology students

perceive the role of firearms in ensuring public safety. Alba found that many

students view firearms primarily through the lens of public safety, seeing them as

tools that must be regulated and carefully managed to prevent misuse. However,

there was a general consensus that while firearms are necessary for law

enforcement, their overuse or misuse can exacerbate public safety problems.

Foreign Studies

Baker et al. (2017) in their study on criminology programs in the United States

found that theoretical education on firearms is a standard part of criminology

curricula, but hands-on training in firearms is often lacking. The study highlighted

that criminology students typically learn about the role of firearms in law

enforcement, criminal behavior, and public safety through textbooks and

lectures, rather than through direct training in firearm safety or tactical use. This

gap in education leaves students with a theoretical understanding of firearms use

but limits their ability to handle firearms in practical scenarios.

In contrast, Police Academy Programs in many countries (e.g., the U.S. and

Canada) provide extensive firearms training for law enforcement recruits.

Powers and McGrath (2016) noted that police academies are responsible for

ensuring recruits are proficient in firearms handling and tactical responses.

However, criminology students who do not attend these specialized law

enforcement academies might develop a limited or biased perception of firearms

based solely on academic education without real-world exposure. These findings

suggest that criminology programs could benefit from integrating more practical

training, including firearms handling, to bridge the gap between theoretical

knowledge and practical application.

Decker et al. (2013) conducted a study examining the cultural attitudes toward

firearms among criminology students in the U.S. and found that students'

perceptions were significantly influenced by their geographic location and family

background. Students from rural areas, where gun ownership is more common and

culturally accepted, often held positive views of firearms, seeing them as necessary

for self-defense and public safety. On the other hand, students from urban areas

with higher rates of gun violence were generally more critical of firearms and

viewed them as contributing to societal harm. These varying perceptions

underscore the importance of understanding how regional and cultural contexts

influence criminology students’ views on firearms.

Cook and Ludwig (2009) further examined the impact of culture on perceptions

of firearms, particularly in the context of the United States. They found that

students in areas with strong gun control laws were more likely to view firearms

as dangerous tools, often associated with criminal activity and violence. This

contrasts with students in areas where firearms were more integrated into

everyday life, who tended to have a more positive or neutral perception. In the

Philippine context, where gun-related violence and the illegal firearms trade are

persistent issues, criminology students may adopt a more critical stance toward

firearms, particularly regarding illegal possession and gun violence.

Lurigio (2011) explored the ethical dimensions of firearms training in U.S. law

enforcement academies, focusing on how recruits’ perceptions of firearms were

shaped by both practical and ethical training. Lurigio’s research emphasized the

importance of decision-making and moral reasoning in firearms use, particularly

when law enforcement officers are faced with life-threatening situations. He argued

that comprehensive training should not only teach firearms safety and handling

skills but also focus on ethical decision-making, which could help officers make

responsible choices when it comes to the use of force. For criminology students,

understanding the ethical implications of firearms use is essential, as they will one

day be involved in policy development or law enforcement oversight.

Similarly, Kraska and Kappeler (2014) found that tactical training in firearms

use significantly influenced officers’ perceptions of firearms. In particular, the study

highlighted that officers trained in de-escalation techniques and non-lethal

force options were less likely to resort to firearms in confrontational situations.

The authors concluded that understanding the ethical implications of firearm use is

as important as technical training, as it fosters responsible decision-making. These

findings suggest that criminology students, who may one day influence police

practices or become law enforcement officers, should be educated on both the

technical and ethical dimensions of firearms use.

Geller and Scott (2016) examined the role of firearm regulations in shaping

law enforcement officers’ attitudes toward firearms. Their study found that in

countries with stricter gun control laws, such as many European nations, law

enforcement officers were more likely to view firearms as tools of last resort.

Officers were trained to use non-lethal methods of control first and only resort to

firearms when absolutely necessary. The study indicated that firearm regulation—
particularly policies that emphasize the ethical use of force and the importance of

minimizing harm—had a significant impact on officers’ attitudes toward firearms. In

the context of criminology students in the Philippines, where gun violence and

illegal firearms are prevalent, understanding and advocating for stronger firearm

regulation may be an important aspect of their education, particularly when they

take on roles in policy-making or law enforcement.

Murphy and Tilley (2019) analyzed the public perception of firearms and law

enforcement practices in European countries with strict firearm laws. Their study

found that in countries like the United Kingdom and Germany, where gun

ownership is tightly regulated, criminology students tended to view firearms as

dangerous and associated them primarily with criminal activity. They also

observed that students in these countries were generally supportive of strict

firearm regulations and believed that law enforcement should have a well-defined

and controlled approach to firearms use. The study suggested that criminology

students' perceptions were shaped not only by law enforcement practices but also

by the societal norms and legal frameworks in their respective countries.

Kappeler and Potter (2018) explored the ethical dimensions of firearms use in

law enforcement, arguing that officers should be trained to understand the legal

constraints and ethical responsibilities associated with using deadly force.

Their study found that law enforcement trainees who received ethical training

alongside their firearms training were more likely to make responsible decisions

regarding the use of force. This ethical framework also influenced their attitudes

toward firearms. Criminology students, particularly in countries like the

Philippines, where concerns about police abuse and extrajudicial killings are

prominent, may be more attuned to the ethical dilemmas associated with firearms
use. These students may require a nuanced understanding of the legal and ethical

implications of firearms use, given the complex dynamics of law enforcement and

human rights issues.

Local Studies

A study by Cortez (2016) discussed the state of criminology education in the

Philippines and the integration of firearms handling and firearms safety

training within academic programs. According to Cortez, criminology students in

the Philippines are typically taught about criminal law and criminal procedure,

including the legal parameters for the use of firearms in law enforcement.

However, practical training on the handling of firearms is not a standard

component of the curriculum, with only a few universities offering specialized

courses related to firearms use and safety. Cortez noted that this gap in education

could lead to discrepancies in how criminology students perceive firearms—whether

they view them as necessary tools for law enforcement or as dangerous weapons

that should be tightly regulated.

In his study, Cortez also observed that criminology programs often focus on the

theoretical aspects of firearms, such as legal regulations (e.g., the Firearms and

Ammunition Regulation Act) and ethical considerations regarding the use of

force. However, due to limited exposure to actual firearms handling, students may

develop a detached or oversimplified view of firearms, lacking the practical

skills necessary to assess their use in real-life law enforcement scenarios.

In the Philippines, law enforcement officers’ use of firearms is a controversial

subject, particularly in light of the country’s high-profile issues with extrajudicial

killings, illegal firearms, and police misconduct. This context significantly

shapes criminology students' perceptions of firearms, as they must reconcile their

academic knowledge with the realities of gun violence and police abuse.

A study by Villaruel (2020) explored how criminology students in the Philippines

view firearms in the context of law enforcement. Villaruel found that students'

attitudes toward firearms were heavily influenced by the media, personal

experiences, and local crime rates. In areas with higher crime rates, students

were more likely to perceive firearms as necessary tools for law enforcement

officers and personal defense. In contrast, criminology students from regions with

less crime or those who had witnessed police violence were more skeptical of

firearms, associating them with abuse and human rights violations. Villaruel’s

study suggested that criminology students often hold conflicted views—

understanding the need for firearms in law enforcement but simultaneously

recognizing the risks and ethical dilemmas they pose.

Moreover, Sison (2018) examined the role of firearms in the training of police

officers and criminology students, specifically looking at how exposure to police

practices and the use of force shapes students' views. Sison noted that while some

criminology students viewed firearms as essential for ensuring public safety, others

expressed concerns about the disproportionate use of force by law

enforcement, which was exacerbated by widespread corruption and

unregulated access to firearms. These perceptions reflect a deeper

understanding of the role of firearms in law enforcement, where students often

navigate the ethical tensions between enforcing the law and protecting human

rights.
A critical issue in criminology education, as highlighted by several local studies, is

the lack of hands-on firearms training. While criminology students receive

theoretical education about the legal use of firearms and ammunition, many do not

have sufficient opportunities for practical training. This gap in training can affect

students' perception of firearms handling, as it limits their ability to fully understand

the risks and responsibilities associated with using firearms.

Javier (2019) conducted a study on the preparedness of criminology students in

the Philippines to handle firearms and ammunition. Javier found that while most

criminology students understood the legal restrictions and ethical

considerations surrounding firearm use, a significant number of students had no

practical experience handling firearms. As a result, they often had idealized or

oversimplified perceptions of firearms as mere tools of law enforcement, without

a true understanding of their potential dangers. Javier recommended that

criminology programs integrate more firearms safety training and practical

exercises into their curriculum to give students a more grounded and responsible

understanding of firearms handling.

The issue of public safety and the regulation of firearms in the Philippines has a

profound impact on criminology students' perceptions of firearms and ammunition.

According to Alba (2019), the Philippines has a unique situation where illegal

firearms and gun-related violence are widespread, and public perception of

firearms is often shaped by news reports, political events, and personal experience.

Alba’s study examined how criminology students perceived the relationship

between gun control policies and public safety. Many students expressed concern

over the lack of effective regulation and the proliferation of illegal firearms,

which contribute to violent crime and police abuses. The study also found that
criminology students who were more familiar with firearm laws—such as the

Firearms and Ammunition Regulation Act (Republic Act 10591)—tended to

support stricter gun control policies, believing that such measures would lead to

reduced violence and improved public safety.

Several studies have noted that personal and family experiences significantly

influence criminology students' perceptions of firearms. Gomez and Taculod

(2017) explored how family background and community context shape

criminology students’ attitudes toward firearms in the Philippines. They found that

students who came from families with military, police, or security backgrounds often

had more favorable views of firearms, seeing them as necessary tools for

maintaining law and order. Conversely, students from areas with higher rates of

gun violence or political instability were more likely to have negative views of

firearms, associating them with crime and danger.

Magno (2020) further elaborated on this by examining how community violence

affects criminology students' perceptions of firearms. In regions where students had

witnessed or experienced gun-related violence, they were more inclined to view

firearms as dangerous and potentially harmful, particularly when they were in

the hands of non-professionals or criminals. This study highlighted the role of

social context in shaping perceptions of firearms, with students in rural areas or

regions with low crime rates often perceiving firearms as essential for personal

security and defense.

Firearms and Ethical Considerations in the Use of Force

Criminology students’ perceptions of firearms are also influenced by ethical

concerns related to their use in law enforcement. Ibarra (2018) conducted a

study on how criminology students in the Philippines view the ethical aspects of

firearms use. Ibarra found that many students, particularly those who were

concerned about human rights violations and extrajudicial killings, expressed

discomfort with the idea of law enforcement officers using firearms, especially in

situations where they felt non-lethal force or de-escalation could have been

employed. The study also found that students who were exposed to critical

discussions on the ethical use of force in their criminology courses were more

likely to advocate for responsible firearm use and accountability in law

enforcement.

Theoretical Framework:

1. Social Learning Theory (Albert Bandura)

Social Learning Theory posits that people learn behaviors, attitudes, and perceptions through
interactions with others, particularly through observation, imitation, and modeling. In the case of
criminology students, their attitudes toward firearms and ammunition are influenced by family
background, social circles, media exposure, and cultural norms. According to Bandura,
individuals observe the behaviors of others (parents, peers, law enforcement officers, etc.) and
adopt those behaviors, either directly or vicariously.

Application to the study: Criminology students may develop certain perceptions about
firearms by observing the behavior of authority figures, such as police officers, relatives
in law enforcement, or peers. For example, students from military or police families
might have a more positive view of firearms, while those exposed to gun violence or
criminal acts may have a more cautious or negative perception. Students’ perception of
firearms will also be shaped by what they learn about the ethical use and social
consequences of firearms within society.

2. Theory of Reasoned Action (TRA) and Theory of Planned Behavior (TPB)

(Fishbein & Ajzen)

The Theory of Reasoned Action and its extension, the Theory of Planned Behavior, explain
how individual intentions and behaviors are influenced by attitudes, subjective norms, and
perceived behavioral control. According to these theories, people form intentions to act based on
their attitudes toward a behavior, the perceived social pressure (norms), and their belief in their
ability to perform the behavior.

Application to the study: In the context of criminology students, their perception of

firearms may be influenced by their attitudes toward firearms (e.g., whether they see
firearms as necessary tools for law enforcement or dangerous weapons), the norms within
their educational environment (e.g., how their peers and instructors view firearms), and
their perceived control over handling firearms (e.g., confidence in their ability to safely
use firearms). The study could examine how these components (attitudes, subjective
norms, and perceived control) predict students’ perceptions of firearms handling and use
in law enforcement settings.

3. Cognitive Dissonance Theory (Leon Festinger)

Cognitive Dissonance Theory suggests that individuals experience psychological
discomfort (dissonance) when they hold conflicting beliefs or when their behavior
contradicts their attitudes. This theory is relevant in understanding how criminology
students may experience discomfort when faced with the ethical, moral, or legal
dilemmas associated with firearms use.
Application to the study: Criminology students might experience

dissonance if their academic training on the legal and ethical use of firearms

conflicts with their personal beliefs about the dangers of firearms or their

experiences with gun violence. For example, a student who is trained to

respect the lawful use of firearms in policing may struggle with the moral

implications of police officers using firearms in certain situations (e.g., in

cases of excessive force). This tension between their beliefs and what they

are taught could influence how they perceive the handling of firearms in their

future careers.

4. Conflict Theory (Karl Marx)

Conflict Theory, proposed by Karl Marx, suggests that social behavior is

shaped by tensions and conflicts that arise from the unequal distribution of

power and resources within society. The theory focuses on the role of power

dynamics in shaping societal structures and perceptions.

Application to the study: In the context of firearms, students’ perceptions

may be influenced by broader societal conflicts, such as the gun control

 debate, police violence, and the illegal firearms trade. In the Philippines,

where issues such as extrajudicial killings and militarization are

prevalent, criminology students may be influenced by the conflict between

law enforcement and citizens regarding the use of firearms. Students may

develop perceptions based on how firearms are portrayed in the media, in

political discourse, and in the legal system, particularly regarding who is

authorized to use firearms and in what circumstances.

5. Bureaucratic Socialization Theory (Max Weber)

Bureaucratic Socialization Theory examines how individuals internalize

the norms, values, and behaviors that are expected of them in a professional

environment. In the case of criminology students, this theory helps to

understand how their training in law enforcement institutions shapes their

perceptions and behaviors regarding firearms.

Application to the study: The theory suggests that criminology students

who plan to pursue careers in law enforcement undergo a process of

socialization in which they learn the norms and values of the criminal

justice system. For example, criminology students who attend internships,

fieldwork, or training sessions may be socialized into a professional culture

of policing, which may involve specific attitudes toward the use of firearms,

tactical training, and dealing with threats. This socialization process may

influence how students perceive firearms and their role in criminal justice,

including whether they view firearms as a necessary tool for ensuring public

safety or a symbol of state power and control.

6. Risk Perception Theory

 Risk Perception Theory focuses on how individuals assess risks and

uncertainties in various situations. It suggests that people’s judgments about

risks (such as the danger posed by firearms) are influenced by emotions,

past experiences, and cognitive biases rather than just objective

information. Factors such as personal exposure to gun violence, the

media, and peer influence can heavily impact one’s perception of the risks

associated with firearms.

Application to the study: Criminology students’ perceptions of the risks

involved in handling firearms may be shaped by factors such as exposure to

gun violence in their communities, media portrayals of gun-related

crimes, or previous personal encounters with firearms. These perceptions of

risk will affect how students approach firearms in their professional training

and future law enforcement careers. For example, students who perceive

firearms as inherently dangerous or associated with criminal activity may

have a more cautious approach to their use in policing.

References:

https://www.scribd.com/document/438366329/Assessment-on-the-Effectiveness-of-

Criminology-Program

https://lawphil.net/statutes/repacts/ra2013/ra_10591_2013.html

https://www.dolanconsultinggroup.com/training/motivating-the-next-generation-of-

cops-3/