CHAPTER IV

RESULTS AND DISCUSSION

This study aimed mainly to determine the experiences and opportunities of the radiologic

technology students of Iloilo Doctors’ College for A.Y 2021- 2022.

To describe the obtained data, frequency counts, percentages were computed. All

statistical computations were computer – processed through the Statistical Package for Social

Sciences (SPSS) Software.

All statistical computations were computer – processed through the Statistical Package

for Social Sciences (SPSS) Software. Alpha .05 was used for the level of significance for two -

tailed tests.

Descriptive Data Analysis

This section describes the profile of the third year Radiologic Technology students of

Iloilo Doctors’ College when they taken as an entire group and categorized according to sex,

place of residence, connectivity, number of family members, and number of gadgets used for

online learning. Frequency counts, percentage analysis, means and standard deviations were

employed.

The demographic profile of the one hundred sixteen (116) third year Radiologic

Technology students of Iloilo Doctors’ College covered in this study is presented in Table 1. As

to sex, 77or 67 % of the students were female and 39 or 33 % were male. This presents that there

were more female respondents than their male counterparts.

 In terms of place of residence, 64 or 56% residing in rural area while 52 or 44% residing

in urban area. As to type of connectivity of the online learning, 70 or 60% of the students are

connecting to WiFi while 46 or 40% are connecting to data. In terms of number of family

members, 11 or 10% with 3 family members, 22 or 19% with 4 family members, 34 or 29% with

5 family members, 25 or 22% with 6 family members, 14 or 12% with 7 family members, and 10

or 8% e with 8 family members. As to the number of gadgets used for online learning, 39 or 34%

with 1 gadget, 57 or 49% with 2 gadgets, 14 or 12% with 3 gadgets, and 6 or 5% with more than

3 gadgets used for online learning.

Table 1

Profile of the Respondents

Category f %
Whole Group
Age
22-24 years old
24.1 and Up
Type of Secondary School Last Attended
Public
Private
Place of Residence
Rural
Urban
Number of Family Members
1-2
3-4
5
up

Table 2 presents the learning experiences of the third year radiologic technology students

of Iloilo Doctors’ College when taken as a whole. After computation, a grand mean of 3.47 is

calculated which indicated a positive learning experience. Moreover, the third year radiologic

technology students portray a “positive learning experience” in terms of high motivation to learn
remains consistent throughout the course (M = 3.46, SD = 1.13)., I spent an average of 5-6

hours on this course each week (attending class/reading lesson material, homework, projects,

studying, etc.) (M = 3.76, SD = 1.16). I am prepared for each class and by completing the

assigned pre-class/pre-lesson activities and readings (M = 3.44, SD = 1.11), As a student I feel

that my performance on tests and quizzes on the online learning was reflective of the time I spent

on studying (M = 3.50, SD = 1.08), the learning resources (textbooks, selected readings,

consumables, videos, posts, etc.) was clear and understandable with little effort and were written/

developed at the student level (M = 3.43, SD = 1.02)., I could easily find and access all the

posted course information and materials on the learning management System (LMS) (M = 3.60,

SD = 1.07), the learning resources (textbooks, selected readings, consumables, posts, etc.) were

clearly related to the course learning outcomes (M = 3.59, SD = 1.06)., with respect to marking

schemes (rubrics, scoring guides, checklists, etc.), the faculty/facilitator provides clear marking

schemes prior to assessment due dates (M = 3.62, SD = 1.10)., there were clear connections

between the course learning outcomes and the content/learning activities in the course (M = 3.46,

SD = 1.13)., and the non-academic resources were maximized, (peer tutoring, counselling, etc.)

during the semester (M = 3.76, SD = 1.16) with the mean scores which fell within the scale of

3.41 to 4.20 range.

The standard deviations, which ranged from 1.02 to 1.16 showed a narrow dispersion of

the learning experiences about the mean, indicating the homogeneity of the students in terms of

their learning experiences when they are taken as a whole.

Table 2

Experiences of the third year Radiologic Technology students of Iloilo Doctors’ College when
Taken as a Whole
 Learning Experiences SD Mean Description
Awareness

1. Have you heard of breast cancer (BC)?

2. Worldwide, BC is most common among women?
3. Ages ≥ 50 years are at highest risk for BC in
Philippines?
4. Do you think BC could lead to death?
5. Is there any treatment for BC?
6. Do you think early BC detection improves survival?
Knowledge on Breast Self-Examination

1. Have you heard of Breast Self-Examination (BSE) ?

2. Do you know BSE is useful for early Breast Cancer
(BC) detection?
3. Do you think BSE is a good practice?
4. Have you been taught of how to perform BSE?
5. Do you know BSE can be performed by themselves
(BSE)?
6. Do you know BSE should be started at 20 years of
age?
7. Do you practice BSE?
8. Do you know BSE should be done every month?
9. Do you know to perform BSE for yourself?
10. Is a mirror required for performing BSE?
11. Do you know the best time to perform BSE is 3 to 5
days after every menstrual period?
12. Do you know which part of the hand should be used
to perform BSE?
13. Do you know the direction of hand movement during
BSE?
14. Do you know how to respond if breast abnormality is
detected?
Knowledge on Mammography Screening Practices

1. Have you heard of Mammography Screening?

2. Do you know Mammography Screening is useful
for early Breast Cancer (BC) detection?
3. Do you think Mammography Screening is a good
practice?
 4. Do you know Mammography Screening should
be started at 20 years of age?
5. Do you practice Mammography Screening?

Note: Interpretation is based on the following criteria/ range: (4.21 to 5.00) is “very positive learning experience”; (3.41
to 4.20) indicates “positive learning experience”; (2.61 to 3.40) suggests “neutral”; (1.81 to 2.60) suggests “negative learning
experience”; (1.00 to 1.80) suggests “very negative learning experience .”

The data in Table 2-A revealed that the students were “positive” in their online learning

experiences when taken as a whole and grouped according to sex, place of residence,

connectivity, number of family members, and number of gadgets used for online learning with

the mean scores which fell within the scale of 3.41-4.20 range except those students connecting

using the data, with 5 and 8 members of the family, were “neutral” in their online learning

experiences with the mean scores which fell within the scale of 2.61 to 3.40 range.

The standard deviations, which ranged from .48 to .94 showed a narrow dispersion of the

learning experiences about the mean, indicating the homogeneity of the students in terms of their

online learning experiences when they are classified according to sex, place of residence,

connectivity, number of family members, and number of gadgets used for online learning.
Table 2-A

Experiences the third year Radiologic Technology students of Iloilo Doctors’ College when
grouped According to Profile

Category f %
Whole Group
Age
22-24 years old
24.1 and Up
Type of Secondary School Last Attended
Public
Private
Place of Residence
Rural
Urban
Number of Family Members
1-2
3-4
5
up

Note: Interpretation is based on the following criteria/ range: (4.21 to 5.00) is “very positive learning experience”; (3.41
to 4.20) indicates “positive learning experience”; (2.61 to 3.40) suggests “neutral”; (1.81 to 2.60) suggests “negative learning
experience”; (1.00 to 1.80) suggests “very negative learning experience.”

Table 3 presents the learning opportunities of the third year radiologic technology

students of Iloilo Doctors’ College when taken as a whole. After computation, a grand mean of

3.41 is calculated which indicated a positive learning opportunities. Moreover, the third year

radiologic technology students portray a “neutral” in terms of online learning gives a lot of

flexibility for the student to learn (M = 3.34, SD = 1.11), online learning gives student more

chances for connectivity (M = 3.20, SD = 1.08), online learning gives student opportunity to use

best online learning tools (M = 3.33, SD = 1.02), online learning becomes a general acceptable
mode of teaching and learning (M = 3.20, SD = 1.07), emergence of urgent technological

innovations ( ex. 3D Printed Hands-Free Door Openers, Basic Ventilators, Spiderman Wrist-

Mounted Disinfectant Sprays, Wristband that rings whenever someone wants to touch his/her

face) (M = 3.33, SD = 1.02), and opportunity for socio-economic intervention as the form of

corporate social responsibilities and service innovation to provide free internet for their students

and faculty (M = 3.20, SD = 1.07) with the mean scores which fell within the scale of 2.61 to

3.40 range.

On the other hand, the third year radiologic technology students portray a “positive

learning opportunities” in terms of online learning for research advancement (M = 3.60, SD =

1.06), online learning provide research avenues for researchers’ collaboration in order to produce

positive results (M = 3.62, SD = 1.10), online opportunities open to socio-economic supports

include food items, stoppage of increment in tuition debt policy on students, psychological and

medical assistance to students and residences (M = 3.60, SD = 1.06), and online learning provide

opportunities through rapid development and production and several scientific innovations (M =

3.62, SD = 1.10) with the mean scores which fell within the scale of 3.41 to 4.20 range.

The standard deviations, which ranged from 1.02 to 1.11 showed a narrow dispersion of

the learning opportunities about the mean, indicating the homogeneity of the students in terms of

their online learning opportunities when they are taken as a whole.

Table 3

Opportunities the third year Radiologic Technology students of Iloilo Doctors’ College when

Taken as a Whole
 Learning Experiences SD Mean Description
Awareness
1. Have you heard of breast cancer (BC)?
2. Worldwide, BC is most common among women?
3. Ages ≥ 50 years are at highest risk for BC in
Philippines?
4. Do you think BC could lead to death?
5. Is there any treatment for BC?
6. Do you think early BC detection improves
survival?
Knowledge on Breast Self-Examination

7. Have you heard of Breast Self-Examination

(BSE) ?
8. Do you know BSE is useful for early Breast
Cancer (BC) detection?
9. Do you think BSE is a good practice?
10. Have you been taught of how to perform BSE?
11. Do you know BSE can be performed by
themselves (BSE)?
12. Do you know BSE should be started at 20 years
of age?
13. Do you practice BSE?
14. Do you know BSE should be done every month?
15. Do you know to perform BSE for yourself?
16. Is a mirror required for performing BSE?
17. Do you know the best time to perform BSE is 3
to 5 days after every menstrual period?
18. Do you know which part of the hand should be
used to perform BSE?
19. Do you know the direction of hand movement
during BSE?
20. Do you know how to respond if breast
abnormality is detected?
Knowledge on Mammography Screening Practices

21. Have you heard of Mammography Screening?

22. Do you know Mammography Screening is useful
for early Breast Cancer (BC) detection?
23. Do you think Mammography Screening is a good
practice?
24. Do you know Mammography Screening should
be started at 20 years of age?
 25. Do you practice Mammography Screening?

Note: Interpretation is based on the following criteria/ range: (4.21 to 5.00) is “very positive learning opportunities”;
(3.41 to 4.20) indicates “positive learning opportunities”; (2.61 to 3.40) suggests “neutral”; (1.81 to 2.60) suggests “negative
learning opportunities”; (1.00 to 1.80) suggests “very negative learning opportunities.”

The data in Table 3-A revealed that the students were “positive” in their online learning

experiences when taken as a whole and grouped according to sex, place of residence,

connectivity, number of family members, and number of gadgets used for online learning with

the mean scores which fell within the scale of 3.41-4.20 range except those students residing in

urban, connecting using the data, with 5 and 8 members of the family, and with 1 or 2 gadgets

used for online learning were “neutral” in their online learning opportunities with the mean

scores which fell within the scale of 2.61 to 3.40 range.

The standard deviations, which ranged from .53 to .87 showed a narrow dispersion of the

learning opportunities about the mean, indicating the homogeneity of the students in terms of

their online learning opportunities when they are classified according to sex, place of residence,

connectivity, number of family members, and number of gadgets used for online learning.
Table 3-A

Opportunities the third year Radiologic Technology students of Iloilo Doctors’ College when
grouped According to Profile

Inferential Analysis

Sex. As to the learning experiences and opportunities of the third year radiologic

technology students when grouped according to sex, it is shown that there is no significant

difference in mean scores of the learning experiences (t114 = .549, p = .594), and learning

opportunities (t114 = .177, p = .860), all p values are greater than .05. In other words, no

significant difference exists in the mean scores of learning experiences and opportunities of

students, the null hypothesis was not rejected. This means that between the male and female

students there was no significant difference in the learning experiences and opportunities.

The result simply implied that with regard to sex, respondents have similar online

learning experiences and opportunities.

Table 4

Significant Difference in the Learning Experiences and Opportunities of the third year
Radiologic Technology students of Iloilo Doctors’ College when they are Categorized According
to Age
Variables M SD Mean Difference df t p Remarks
Awareness
Knowledge on Brest Cancer
Knowledge on Mammography
Screening Awareness

Note: ** p < .01

* p < .05

Place of Residence. As to the learning experiences and opportunities of the third year

radiologic technology students when grouped according to place of residence, it is shown that
there is no significant difference in mean scores of the learning experiences (t114 = .027, p

= .979), and learning opportunities (t114 = 1.206, p = .230), all p values are greater than .05. In

other words, no significant difference exists in the mean scores of learning experiences and

opportunities of students, the null hypothesis was not rejected. This means that between the

students residing in rural and urban areas, there was no significant difference in the learning

experiences and opportunities.

The result simply implied that with regard to place of residents, respondents have similar

online learning experiences and opportunities.

Table 5

Significant Difference in the Learning Experiences and Opportunities of the third year
Radiologic Technology students of Iloilo Doctors’ College when they are Categorized According
to Type of Secondary School Last Attended

Variables M SD Mean Difference df t p Remarks

Awareness
Knowledge on Brest Cancer
Knowledge on Mammography
Screening Awareness

Note: ** p < .01

* p < .05

Connectivity. As to the learning experiences and opportunities of the third year

radiologic technology students when grouped according to connectivity of online learning, it is

shown that there is no significant difference in mean scores of the learning experiences (t114 =

1.271, p = .206), and learning opportunities (t114 = 1.060, p = .292), all p values are greater

than .05. In other words, no significant difference exists in the mean scores of learning

experiences and opportunities of students, the null hypothesis was not rejected. This means that

between the students connectivity of online learning, there was no significant difference in the

learning experiences and opportunities.

 The result simply implied that with regard to connectivity of online learning, respondents

have similar online learning experiences and opportunities.

Table 6

Significant Difference in the Level of Radiation Risks Awareness Among Senior High School
Students when they are Categorized According to Connectivity

Note: ** p < .01

* p < .05

Number of Family Members. As to the learning experiences and opportunities of the

third year radiologic technology students when grouped according to number of family

members, it is shown that there is no significant difference in mean scores of the learning

experiences (F5, 110 = 1.219, p = .305), and learning opportunities (F5, 110 = .416, p = .837), all p

values are greater than .05. In other words, no significant difference exists in the mean scores of

learning experiences and opportunities of students, the null hypothesis was not rejected. This

means that between the students number of family members, there was no significant difference

in the learning experiences and opportunities.

The result simply implied that with regard to number of family members, respondents

have similar online learning experiences and opportunities.

Table 7

Significant Difference in the Level of Radiation Risks Awareness Among Senior High School
Students when they are Categorized According to Number of Family Members
Variables Sum of df Mean F Sig. Value Remarks
Squares Square

Experiences
Between Groups 2.545 5 .509 1.219 .305 Not significant
Within Groups 45.935 110 .418
Total 48.480 115
Note: ** p < .01
* p < .05

Number of Gadgets Used. As to the learning experiences and opportunities of the third

year radiologic technology students when grouped according to number of gadgets used for

online learning, it is shown that there is no significant difference in mean scores of the learning

experiences (F3, 112 = .119, p = .949), and learning opportunities (F3, 112 = .329, p = .805), all p

values are greater than .05. In other words, no significant difference exists in the mean scores of

learning experiences and opportunities of students, the null hypothesis was not rejected. This

means that between the students number of gadgets used for online learning, there was no

significant difference in the learning experiences and opportunities.

The result simply implied that with regard to number of gadgets used for online learning,

respondents have similar online learning experiences and opportunities.

Table 8

Significant Difference in the Level of Radiation Risks Awareness Among Senior High School
Students when they are Categorized According to Numbet of Gadgets Used
 Variables Sum of df Mean F Sig. Value Remarks
Squares Square

Experiences
Between Groups .154 3 .051 .119 .949 Not significant
Within Groups 48.326 112 .431
Total 48.480 115

Opportunities
Between Groups .537 2 .179 .329 .805 Not Significant
Within Groups 61.078 110 .545
Total 61.615 115
Note: ** p < .01
* p < .05

Relationship between online learning experiences and opportunities.. The result of

inferential analysis for the hypothesis, there is significant relationship between online learning

experiences and opportunities, is shown in Table 9.

With Pearson’s r, the extent and direction of these possible relationship was determined

and tested for significance at 5%. Results showed that between the online learning experiences and

opportunities, (r = .832, p = .000) found to be directly highly and significantly positively related,

the p value is less than 05, the null hypothesis was rejected. The result simply implies that the

online learning experiences have something to do or influence the learning opportunities, or vice

versa. This means that once one of the online learning experiences is increasing, the online

learning opportunities is also increasing, or vice versa. Likewise, if the experiences is

decreasing, the other opportunities become lower too.

Table 9

Correlation Matrix Between Experiences and Challenges

Challenges
Experiences r .832**
p .000
Note: ** p < .01
* p < .05