The Effectiveness of Multimodal Learning in Enhancing Forensic Science Mastery among Third-Year Criminology Students at Isabela State University-Cauayan City Campus
Keywords:
Multimodal learning, Forensic Science, Criminology education, Academic performance, Student engagementAbstract
Multimodal learning, which integrates visual, aural/auditory, reading/writing, and kinesthetic methods, is increasingly recognized as an innovative approach that caters to diverse learning styles and enhances student engagement. Despite its growing application, the specific effects of multimodal learning within forensic science education remain insufficiently explored. The main objective of this study was to determine the effectiveness of multimodal learning on the academic performance and engagement of third-year Criminology students studying Forensic Science at Isabela State University, Cauayan City Campus, School Year 2024–2025. Using a pretest-posttest control group design with 118 participants, demographic data were analyzed through frequency counts and percentage distributions, while paired t-tests assessed the significance of differences between pretest and posttest scores. Results showed a statistically significant improvement in posttest scores for the experimental group, which transitioned from beginning to advanced proficient, while the control group only reached proficient. Students reported increased engagement and deeper understanding of forensic science concepts, demonstrating the positive impact of multimodal strategies on learning outcomes and involvement. A primary output of this study is the development of contextualized learning materials tailored for forensic science, providing a tangible contribution to the field. These findings emphasize the importance of integrating multimodal learning into forensic science curricula, offering evidence-based guidance for educators and curriculum developers. This pedagogical approach not only improves academic achievement but also better prepares criminology students for their future professional roles, contributing meaningfully to effective teaching practices in higher education.References
Alduais, A. M. S. (2018). Teaching and learning vocabulary: Insights from learning styles and learning theories. Journal of Child and Adolescent Behavior, 6(1), 1-4. https://doi.org/10.4172/2375-4494.1000370
Al-Jarf, R. (2024). Multimodal teaching and learning in the EFL college classroom. Saudi Journal of Language Studies, 4(2), 95–110. https://doi.org/10.1108/SJLS-02-2024-0012
Alom, A. M. Y., Haque, M. A., Islam, M. S., Chowdhury, M. A., & Sarker, M. R. (2024). Multimodal learning module devised to revitalize educational materials in criminology education. EPRA International Journal of Multidisciplinary Research, 10(5), 223–231. https://doi.org/10.36713/epra2013
Angehrn, A., Schönenberger, C., Schläpfer, I., & Klostermann, A. (2021). Understanding and overcoming gender disparities in policing. International Journal of Environmental Research and Public Health, 18(14), Article 7605. https://doi.org/10.3390/ijerph18147605
Cabegin, E. (2023, May). Informal employment in the Philippines: Prevalence and characteristics (Policy Brief No. 2023-05). University of the Philippines Center for Integrative and Development Studies. https://cids.up.edu.ph/policy-briefs/
DataReportal. (2025, February 24). Digital 2025: The Philippines. https://datareportal.com/reports/digital-2025-philippines
Department of Education. (2020, October 15). Guidelines on the engagement of services of learning support aides to reinforce the implementation of the Basic Education Learning Continuity Plan in time of COVID-19 pandemic (DepEd Order No. 032, s. 2020). https://www.deped.gov.ph/wp-content/uploads/2020/10/DO_s2020_032.pdf
Dale, E. (1969). Audiovisual methods in teaching (Rev. ed.). Dryden Press
Deshmukh, N. D., & Thakur, S. A. (2025). Integrating multimodal teaching strategies into STEM education: Reflections from pre-service and in-service teacher workshop experiences. In Proceedings of the International Baltic Symposium on Science and Technology Education (BalticSTE 2025). ERIC. https://files.eric.ed.gov/fulltext/ED673699.pdf
Fon Tabe Wilson, W., & Falna Taubic, P. (2022). ICT and education: A shift from the traditional pedagogy to a more constructivist learning approach in some secondary schools in Ngaoundere, Adamawa Region of Cameroon. https://edition-efua.acaref.net/wp-content/uploads/sites/6/2022/06/FON-TABE-WILSON.pdf
Gray, S. L. (2020). Artificial intelligence in schools: Towards a democratic future. London Review of Education, 18(2), 197–215. https://doi.org/10.14324/LRE.18.2.02
He, J., Li, W., Zhang, Y., & Chen, L. (2022). Diffusion of information and communication technologies in educational systems. Open Journal of Social Sciences, 10(6), 169–182. https://doi.org/10.4236/jss.2022.106011
Higgins, J. P. T., Thomas, J., McLellan, J., & Savović, J. (2025). Use of quasi-experimental studies to evaluate causal effects of interventions when randomization is infeasible. BMC Medical Research Methodology, 25, 263. https://doi.org/10.1186/s12874-025-02701-3
Huang, R., Wang, H., & Sun, Z. (2023). Editorial: Advances in multimodal learning: Pedagogies, technologies, and analytics. Frontiers in Psychology, 14, Article 1286092. https://doi.org/10.3389/fpsyg.2023.1286092
Kabayan Remit. (2021, April 13). A guide to the education system in the Philippines. https://kabayanremit.com/blog/lifestyle/education-system-philippines/
Luo, H. (2023). Editorial: Advances in multimodal learning: Pedagogies, technologies, and analytics. Frontiers in Psychology, 14, Article 1286092. https://doi.org/10.3389/fpsyg.2023.1286092
Mendoza, A. M. R., Reyes, J. C., & David, C. C. (2022). On the “income advantage” in course choices and admissions: Evidence from the University of the Philippines. Economics of Education Review, 91, Article 102322. https://doi.org/10.1016/j.econedurev.2022.102322
Moner, et al. (2024). Developing soft skills of students through multimodal instruction
Moore, T. H. M., Eggington, J. M., & Thompson, P. D. (2019). Reporting and interpretation of results from clinical trials that did not find a significant difference in treatment effects. Trials, 20(1), 689. https://doi.org/10.1186/s13063-019-3792-
Paguirigan, J. V. (2023). Customized learning management system for the students and teachers of Isabela State University-Ilagan Campus, Philippines. Journal for Educators, Teachers and Trainers, 14(1), 302–313. https://doi.org/10.47750/jett.2023.14.01.026
Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 351–357. https://doi.org/10.1177/0963721420922183
Parte, L., Garvey, A. M., & Gonzalo-Angulo, J. A. (2018). Cognitive Load Theory: Why It’s Important for International Business Teaching and Financial Reporting. Journal of Teaching in International Business, 29(2), 134–160. https://doi.org/10.1080/08975930.2018.1480991
Sia, J. R., & Cabanilla, G. V. (2021). Learning styles and preferred learning modalities in the new normal among second-year college students in a state university in the Philippines. Open Journal of Social Sciences, 9(4), 1–18. https://doi.org/10.4236/jss.2021.94001
What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook (Version 4.1). U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/WWC_Standards_Handbook_v4_1_508.pdf
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0).
