Academic interest: its relationship to academic achievement of the first year radiologic technology students of De La Salle University-Aguinaldo SY 1994-1995

Date of Completion

1995

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Academic Achievement, College Students, Technology, Radiologic

Abstract

This study sought to determine the relationship of academic interest to academic achievement of the first year radiologic technology students of De La Salle University-Aguinaldo, first semester of SY 1994-1995. Specifically, It aimed to answer the following specific questions: (1) What is the level of interest in academic subjects of the respondents in terms of their priorities. (2) What is the level of achievement of the respondents in their academic subjects? (3) Are there significant correlation in the responses of the respondents in terms of academic interest when they are grouped according to age and sex? (4) Are there significant correlations in the responses of the respondents in terms of academic achievement when they are grouped according to age and sex? (5) Is there a significant correlation between academic interest and academic achievement of the respondents when they were taken as a whole group? In the light of the aforementioned findings the following conclusion were drawn: (1) Mathematics and English were the subjects which many students were most interested in. It could be said that perhaps the respondents viewed these two subject areas as the most important in their pursuit of their course BSRT. More so, with English which is their medium of communication in college and which could be used even after graduation especially if they would look for job here and abroad. With Mathematics they might have felt that this is necessary in their laboratory exposure. (2) Typing was the subject least interested in by the respondents. This was so may be because they did not see any relevance of this subject area to the course, BSRT. Furthermore, it could be said that may be, the respondents were not fully oriented with the values of learning how to type. (3) It was in Theology in which the respondents obtained the highest academic grade. May be they found Theology easiest among the seven 3-unit subject area. (4) Mathematics, Psychology and Typing were ranked the last in terms of academic ac achievement although Mathematics and Psychology got higher rank in terms of interest of student respondents. (5) The responses of the respondents when grouped according to age and sex were related in terms of academic interest. This is probably so because the students were all exposed to the same teaching learning environment. (6) Academic interest and achievement had no relationship. It could be said that whether there is interest or not in the subject area on the part of the respondents, their academic achievement is not related to such interest. High interest in the subject does not necessarily mean high academic achievement in the same subject ,and low interest in a particular subject does not necessarily mean low academic achievement in the same subject.

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