SDCA Journal of Radiologic Technology

Abstract

Teaching is a huge challenge, especially in radiologic technology, which is regarded as an exceedingly difficult profession. Indeed, learning does need a great deal of effort and time on both the instructor's and the student's parts. This study aims to identify the teaching effectiveness of radiologic technology instructors in selected schools in Metro Manila. Fifteen (15) radiologic technology instructors and students participated in the study. A structured questionnaire was used and involved the demographic profile of the respondents and the level of effectiveness of the instructors as perceived by themselves and the students. Four 5-point Likert scales were also developed in the level of effectiveness: planning and teaching materials, instructional strategies, communication skills, and evaluation tools. The study revealed that there is a significant difference in the perceptions of the students and instructors themselves in their effectiveness; thus, the null hypothesis is rejected. Researchers recommended that instructors must aim to become highly effective in all areas and must not be contented on being effective only in some areas. Instructors must select appropriate assessment techniques and instruments for their instructional competencies and must modify activities to accommodate identified learner needs and must further enhance students’ critical thinking through providing logically sequenced questions.

Keywords: Teaching effectiveness, radiologic technology instructors, Metro Manila.