Relationship between learning styles and academic performance of radiologic technology students of De La Salle Health Sciences Institute

Date of Completion

4-2017

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Academic Performance, Learning

Abstract

The study used a descriptive correlational research method with a population of 246 radiologic technology students of De La Salle Health Sciences Institute. A two-part questionnaire was used. Respondents were selected using stratified sampling technique. The first part of which is for the demographic variables, while the second part is an adapted-modified questionnaire used. After the data gathering the GWA was requested from the registrar. The data were subjected to statistical treatments such as frequency, percentage, mean, standard deviation, chi-square, t-test, Analysis of Variance and Duncan’s Multiple Range Test. Based on the results of the study, the following conclusions were drawn: 1) In terms of gender, there were more female respondents than male respondents in the study, with greater number of respondents belonging to third year; 2) Almost half of the respondents were visual learners; 3) The respondents have good academic performance; 4) The learning style of the respondents does not significantly vary in terms of their gender and year level; 5) Female respondents have significantly better academic performance than male respondents. Moreover, it showed that females have higher GWA’s than males. In terms of year level, the second year students have the highest GWA in the first semester of School Year 2016-2017; 6) There was no significant relationship between learning styles and academic performance of radiologic Technology students. This may indicate that academic performance is not influenced by learning styles.

First Advisor

Jocelyn C. Tolin

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