Date of Completion

2023

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

Face-to-Face Learning

Abstract

The study described the challenges and coping mechanisms utilized by radiologic technology students in response to the implementation of face-to-face mode of learning. The study’s participants were first- to third-year radiologic technology students enrolled in the second semester of the academic year 2021-2022 at De La Salle Medical and Health Sciences Institute. The quantitative research design was used in this study, notably the descriptive approach. This study was based on the concept of Theodoratou et al.'s (2023). Data were treated using frequency, standard deviation, percentage, and Chi-square test.

The findings of the study showed that the majority of the respondents were female, and most participants were from the first-year level. The results also revealed that respondents' most frequently encountered challenges during their limited face-to-face mode of learning included managing time effectively, handling stress, dealing with examinations, and maintaining a work-life balance. Additionally, the majority of the respondents used problem-focused coping strategies to address their challenges during the limited face-to-face mode of learning.

When the respondents were categorized by sex, no significant differences were found in the challenges they encountered during the limited face-to-face mode of learning. However, significant differences emerged when considering year level, particularly in the areas of examinations and friendships, especially regarding examinations. This may indicate that subjects at the 3rd-year level are more numerous and challenging. The workload at the 3rd-year level is often more in-depth, requiring a higher level of critical thinking compared to lower years.

First Advisor

Lowela M. Alindayu

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