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Abstract

Introduction: COVID-19 disrupted educational delivery worldwide, forcing Higher Education Institutions (HEIs) to shift to home-based learning modalities combining synchronous and asynchronous modes. Radiologic technology students' academic workload intensified with digital and non-digital activities, requiring stronger internet connectivity amid barriers like stress and burnout. This study determined the correlation between perceived academic workload and well-being among third-year radiologic technology students at De La Salle Medical and Health Sciences Institute during home-based learning. Methods: A correlational research design was employed with 124 of 136 students (91.18%) participating during A.Y. 2021-2022. Researchers used self-made questionnaires based on Bowyer's (2012) "Student Workload Model" and Rahim et al.'s (2016) workloadstress study, and adopted psychological well-being questionnaires by Dr. Carol Ryff and social well-being measures by Dr. Corey Keyes. Results: Findings showed respondents reported moderate academic workload with particularly heavy assessment activities and average psychological and social well-being. Academic workload showed weak negative correlation with well-being. Conclusions: Radiologic technology students demonstrated average adaptation to home-based learning, though internet connectivity and assessment activities emerged as critical workload factors. Students maintained functional psychological and social well-being despite the weak negative relationship between academic workload and overall well-being.

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