Implication of teacher-student relationships to the academic performance of the College of Medical Radiation Technology students School Year 2000-2001

Date of Completion

2001

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Teacher-Student Relations, Academic Performance, Radiologic Technology

Abstract

The descriptive method was used in this study. Respondents were 30 fourth year Medical Radiation Technology students in SY 2000-2001. Questionnaire checklist and documentary analysis were employed to obtain data. Statistical treatments utilized were weighted mean, f-test, T-Test and Pearson r. The study reported the following findings: 1) A moderately favorable relationship existed between teachers and students in the College of Medical Radiation Technology in De La Salle University Health Sciences Campus; 2) The respondents had the same evaluation on the level of relationship with their professors when they were grouped according to gender; 3) The academic performance of the respondents did not affect their relationship with their professors when they were grouped according to gender; 4) The relationship between the teacher-students relationships and the academic performance of the respondents had a very small positive correlation. It is concluded that the teacher-student relationships had no effect on the academic performance of the respondents. The faculty of the College of Medical Radiation Technology had no bias in giving grades to the respondents. They graded the respondents in their academic subjects regardless of their level of relationship with the students.

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