A Framework for Predicting Radiologic Physics Achievement among Radiologic Technology Students

Radiologic Physics is one of the most challenging professional subjects in the Radiologic Technology (RT) field. It encompasses a wide range of physics concept, calculations, and real-life imaging practices. As observed, most of the students failed in this subject, leading to students dropping out early in the course. To circumvent this daunting issue, a framework for predicting the subject’s achievement should be developed using various tenets of learning strategies and management. This study aims to explore a framework that can predict Radiologic Physics achievement among RT students. Subjects were 954 Radiologic Physics students (480 males and 474 females) randomly selected from 12 Radiologic Technology schools in the Philippines. Their ages ranged from 18 to 22 years (mean age 19.5, SD 2.4). Seven instruments were used to collect data for the study: Physics Learning Strategies Scale, Inventory of Students Attitude Towards Radiologic Physics; Class Involvement Scale; Teacher-Directed Activities Scale; Parental Influence towards Academic Success Scale, and Radiologic Physics Achievement Test. Path analysis was utilized to identify the best fitting framework. The best fitting framework explained 92% of Radiologic Physics achievement variance. Cognitive and metacognitive learning strategies, attitudes towards Radiologic Physics, class involvement, teacher-directed activities, and parental influence exerted a positive effect on Radiologic Physics achievement. Teacher-directed activities, parental influence, and attitudes towards the subject had a positive impact towards cognitive learning strategies. Moreover, teacher-directed activities and parental influence exerted a positive effect on class involvement while parental influence had a positive impact on metacognitive learning strategies. Teacher-direct activities, attitudes towards the subject, and parental influence contributed indirectly to achievement via cognitive learning strategies. Teacher-directed activities contributed indirectly to achievement via class involvement. Finally, parental influence contributed indirectly to achievement via metacognitive learning strategies and class involvement. A framework for predicting Radiologic Physics achievement among RT students could be used to understand the performance of students and innovate learning strategies in the RT education.