Comparison of the habits and learning attitudes of some selected first and second year radiologic technology students of De La Salle University-Aguinaldo School Year 1994-1995

Date of Completion

1995

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Study Habits, College Students, Learning, Technology, Radiologic

Abstract

This study sought to compare the study habits and learning attitude of some selected first year and second year radiologic technology student of De La Salle University-Aguinaldo during the second semester of S.Y. 1994-1995. Specifically, it attempted to answer the following questions: (10) what are the study habits of some selected first year radiologic technology students in terms of studying, time management, and study procedure when they are grouped as a whole? (2) what are the learning attitudes of these students in terms of emotional maturity, their relationship with teachers and their responses to problems when they are grouped as a whole? (3) Is there a significant relationship between the study habits and learning attitudes of respondents? This study used to descriptive method having the first year and second year students of De La Salle University-Aguinaldo during the second semester, S.Y. 1994-1995, as a respondents, Questionnaire were issued to the respondents who were taken through a simple random sampling. Out of 547 respondents, 171 or 31% were chosen. The data gathered were tested and analyzed using the frequency count distribution, average weighted mean, and Pearson product-moment coefficient of correlation. Based on the findings gathered the following conclusions were formed: (1) the study habits of the respondents were mostly manifested sometimes. (2) most of the learning attitudes of the respondents were characterized as sometimes. (3) in terms of life outlook the respondents chose happy-go-lucky attitudes as number one cause for making them achieve less while the respondents considered the feeling of inadequacy as attitude which makes them achieve less. (4) cheerfulness and determination were the positive attitudes which made the respondents achieve more. (5) there is a substantial or marked correlation between the study habits and learning attitudes of the respondents.

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