Study Habits and Their Effects with the Academic Performance of Bachelor of Science in Radiologic Technology Students

This study aimed at investigating the effects of students' study habits on their academic performance in professional and general education subjects. To attain this aim, the researcher used a sample of thirty-two (32) students from the Bachelor of Science in Radiologic Technology program under the College of Allied Medical Sciences for the academic year 2019–2020 of a university in Bulacan. The researcher used the descriptive-correlational method of research, which utilized a standardized questionnaire as the primary data gathering technique. Results of the regression analysis indicate that all eight (8) variables of study habits are correlated with academic performance (professional subjects and general education subjects) of the students to a varying extent, as shown by the non-zero B coefficients. The results of the analysis of variance of the regression of study habits on the academic performance of the students revealed an F ratio of 0.939 and 0.900 with an associate probability equal to 0.505 and 0.533, respectively. Since the p-values are greater than alpha, the null hypothesis (Ho) cannot be rejected. It may be safely concluded that the study habits of the students did not produce significant combined effects on the academic performance of the students. Conclusions were drawn, and recommendations were offered.

Predictors of Success on the Credentialing Examination in Radiography for First- and Non-First-Generation Students

Background: Identifying predictors of student success is fundamental across higher education in the United States, particularly for historically underserved first-generation students. In radiologic technology programs, the literature suggests that variables prior to and during matriculation in these programs affects scores on the American Registry of Radiologic Technologists (ARRT) credentialing examination in Radiography. However, the evidence in this area has not considered the educational patterns for first-generation students. Purpose: This study sought to improve our understanding about how select student background characteristics and experiences prior to and during the years enrolled in radiologic technology programs accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT) affect scores on the ARRT credentialing examination in radiography, especially for first-generation students. Method: The researchers surveyed graduates from radiologic technology programs in 2018 and 2019 who attempted the radiography credentialing examination in these two years. Results: A total of 286 cases were included in the analysis, which revealed different patterns and effects of predictor variables on credentialing examination scores for first- and non-first-generation students. Whereas 10 variables prior to and during matriculation affected examination scores for first-generation students, only 8 did for their non-first-generation peers. Conclusion: Identifying predictors of success in radiologic technology programs helps professionals in these programs design environments that provide opportunities for students to enhance their chances to be successful on the Radiography exam, especially first-generation students.

A Framework for Predicting Radiologic Physics Achievement among Radiologic Technology Students

Radiologic Physics is one of the most challenging professional subjects in the Radiologic Technology (RT) field. It encompasses a wide range of physics concept, calculations, and real-life imaging practices. As observed, most of the students failed in this subject, leading to students dropping out early in the course. To circumvent this daunting issue, a framework for predicting the subject’s achievement should be developed using various tenets of learning strategies and management. This study aims to explore a framework that can predict Radiologic Physics achievement among RT students. Subjects were 954 Radiologic Physics students (480 males and 474 females) randomly selected from 12 Radiologic Technology schools in the Philippines. Their ages ranged from 18 to 22 years (mean age 19.5, SD 2.4). Seven instruments were used to collect data for the study: Physics Learning Strategies Scale, Inventory of Students Attitude Towards Radiologic Physics; Class Involvement Scale; Teacher-Directed Activities Scale; Parental Influence towards Academic Success Scale, and Radiologic Physics Achievement Test. Path analysis was utilized to identify the best fitting framework. The best fitting framework explained 92% of Radiologic Physics achievement variance. Cognitive and metacognitive learning strategies, attitudes towards Radiologic Physics, class involvement, teacher-directed activities, and parental influence exerted a positive effect on Radiologic Physics achievement. Teacher-directed activities, parental influence, and attitudes towards the subject had a positive impact towards cognitive learning strategies. Moreover, teacher-directed activities and parental influence exerted a positive effect on class involvement while parental influence had a positive impact on metacognitive learning strategies. Teacher-direct activities, attitudes towards the subject, and parental influence contributed indirectly to achievement via cognitive learning strategies. Teacher-directed activities contributed indirectly to achievement via class involvement. Finally, parental influence contributed indirectly to achievement via metacognitive learning strategies and class involvement. A framework for predicting Radiologic Physics achievement among RT students could be used to understand the performance of students and innovate learning strategies in the RT education.

Structural Models of Self-Efficacy of Filipino Radiologic Technology Educators, Current Learners, and Prospective Students in the Senior High School

This study aims to explore three different structural models of self-efficacy for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. Subjects were 256 Radiologic Technology educators (102 males and 154 females) and 2,451 Radiologic Technology students (1,525 males and 926 females), randomly selected from 22 Radiologic Technology schools in the Philippines. A total of 4,263 prospective Radiologic Technology students from the 30 senior high schools in the Philippines were also sampled as respondents. Six instruments were used to measure help-seeking, self-esteem, social support, motivation, self-regulation, and self-efficacy. Path analysis was utilized to identify the best fitting model. The best fit models of self-efficacy for Filipino Radiologic Technology educators and learners showed that help-seeking, self-esteem, social support, motivation, and self-regulation positively influenced self-efficacy, with social support exerting the greatest causal effect. The best fit model of self-efficacy for prospective Radiologic Technology students from senior high school reported that social support completely mediates the effects of help-seeking, self-esteem, motivation, and self-regulation on self-efficacy. The study highlights different results that could be arrived depending on whether future researchers decide to use the self-efficacy models for Filipino Radiologic Technology educators, current learners, and prospective students in the senior high school. The provision of highly supportive environment for Radiologic Technology educators, current learners, and prospective students in the senior high school is essential to increase self-efficacy, thereby improving their capabilities to hurdle the challenges in the academic milieu.

National Radiologic Technology Licensure Examination Performance: Predicting Success using Discriminant Analysis

This study was designed to identify variables that might be used as predictors for success on the national Radiologic Technology licensure examination. The census sample consisted of 2,036 graduates of a baccalaureate Radiologic Technology program in 2016, 2017, and 2018 from 24 higher education institutions (HEIs) in the Philippines. The investigators examined 12 variables to determine their predictive value for the national Radiologic Technology licensure examination success. Grades in all year levels of Radiologic Technology course were the four best predictors. Results of the discriminant analysis identified seven significant predictor variables leading to successful classification of 99.9 percent of all the passing graduates and 99.8 percent of the failing graduates in the national Radiologic Technology licensure examination. The use of this discriminant function to identify high-risk students has the advantage of early identification of failing. The large amount of 92 percent variance in the national RT licensure examination accounted for in this study may substantiate the claim of high accuracy of the discriminant function used. This is the first study to discriminate passing from failing graduates in the national RT licensure examination based on the selected predictor variables and the astounding precision of classifying graduates is a remarkable result for HEIs included in the analysis.

Adjustment to college and academic performance: Insights from Filipino college freshmen in an allied health science course

This paper aims to know the relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students of a higher education institution in the Philippines. A descriptive-correlational study using survey questionnaire was employed to 132 respondents who were chosen through stratified random sampling and Slovin’s formula. Standard questionnaires were used to gather data on the demographic profile and level of adjustment of the respondents while the academic performance was measured through the Weighted Point Average (WPA) requested from the school’s Registrar. Results showed that the majority of the respondents are female (53.8%), belong to middle income class (34.8%), were from STEM (59.1%) and travel between one kilometer and 10 kilometers to school (34.1%). The study reported a moderate level of adjustment and a 2.63 overall WPA of students. Test of difference showed that there is significant difference in the academic adjustment and academic strand taken during SHS (p<0.05); and in the institutional attachment and proximity of house to school (p<0.05). Bivariate correlation among variables revealed that there is no significant relationship between the level of adjustment to college and academic performance of first year Radiologic Technology students College (p>0.05).