completion rates- all chapters. nov.2005

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Chapter One

Introduction

Radiography started in Germany in 1865, when Conrad Wilhelm Rontgen, a

German scientist discovered !rays, while eperimenting in his la"oratory# $t that time,

!rays were used in the medical %ield to assist in diagnosing disease in "ones and &oints

'(aia, 1))6*# +oday, radiography is used in many aspects o% health care and is o%ten

re%erred to as radiology or radiological sciences#

Radiography in amaica started in 1)-. when an !ray unit was installed at the

/ingston 0u"lic ospital '/0*, the largest Government owned hospital in amaica# 2y

1)3-, there were three '-* !ray rooms at /0# $t that time radiographers were trained

on the &o" at /0, those who intended to "ecome certi%ied in the pro%ession went to

4ngland and the nited (tates %or %urther training 'aughton, 1)83*#

In 1)5, the niversity College ospital, now 7nown as +he niversity

ospital o% the West Indies 'WI* was esta"lished# +he hospital was sponsored "y the

niversity o% ondon, and an !ray department was included# In 1)6-, +he (ociety o%

Radiographers was %ormed# +he (ociety o% Radiographers "egan with a group o%

radiographers whose aim was to preserve the good image o% the mem"ers through

collective e%%ort 'aughton, 1)83*# +he (ociety o% Radiographers made proposals %or

setting up a training school in 1)63# $n interim committee was %ormed that wor7ed with

the niversity College ospital and the College o% Radiographers ondon in esta"lishing

the school 'aughton,1)83*# $s a result, the (chool o% Radiography was esta"lished at

WI in 9ovem"er, 1)65# +en students were enrolled in the programme at that time#

1



:uring the early years o% its eistence, the school accepted and trained students

%rom the 4nglish spea7ing Cari""ean and other parts o% the world such as $%rica and

;alaysia# In 1)8-, the Cari""ean :iploma programme was introduced to replace the

College o% Radiographers, ondon diploma programme# In 1)83, the school had

graduated 3. radiographers o% which 8. were amaicans# In this same year, the school

had also epanded %rom the %irst "atch o% 1. students to a student "ody o% 3. students#

$ccording to aughton '1)83*, most o% the students in the early years were success%ul in

their <uali%ying eamination and received their diplomas# +oday, there are 5. students

enrolled in the radiography programme# =orty!nine '3)* o% these students are amaicans#

+he enrollment o% overseas students has %allen since there are more radiography schools

"eing esta"lished worldwide and students enroll in schools "ased on geographical

locations#

In amaica, there is one radiography school that prepares students %rom amaica

and the Cari""ean to per%orm radiological eaminations# +he radiography programme in

amaica is administered over a three!year period# 2ased on interviews done with

graduates and the admissions o%%icer o% the radiography programme, in 1))), ten students

started the programme> "y .. si students graduated# In ..., twelve students were

enrolled in the programme> "y ..-, eight students graduated# In ..1, %i%teen students

started the programme> eight o% these students graduated in ..3#

Graduation at the (chool o% ;edical Radiation +echnology occurs a%ter students

have sat their %inal <uali%ying eaminations, "ut "e%ore the eamination results are

released# In $pril ..5, %our out o% the eight students who graduated in (eptem"er, ..3



indicated that they did not receive their diplomas "ecause they did not complete their

research pro&ects# +he completion rate %or students enrolled in this programme is low# 9o

%ormal study has "een conducted to investigate this pro"lem#

Statement of the Problem

Radiography has "ecome an integral part o% healthcare worldwide# $dvancement

in radiology is largely due to technological advances and improved imaging techni<ues

such as ultrasound '(*, computed tomography 'C+* and magnetic resonance imaging

';RI*# +echnological advances and the creation o% new modalities have led to a critical

shortage o% radiographers since these healthcare pro%essionals need to speciali?e in each

modality '+eters, ..3*#

$t the niversity ospital o% the West Indies 'WI*, amaica, all the imaging

modalities mentioned earlier are availa"le# $ccording to +satsi @ oseph '..-* seven

radiographers are re<uired %or a "usy radiology unit with two rooms, to cover

emergencies, sic7 leave and lunch "rea7s# 2ased on interviews done with the director o%

radiology, senior radiographers in the radiology department at the WI and %indings "y

+satsi @ oseph, a total o% 6 radiographers are re<uired to per%orm radiological

eaminations due to the wide range o% services o%%ered# $ccording to the :irector o%

Radiology, in :ecem"er ..-, there were 1 radiographers on sta%%# 2y une ..3, %our

radiographers had resigned# It is di%%icult to %ind replacement %or these pro%essionals since

training in radiography ta7es three years> and there are other employment opportunities#

-



+here is a shortage o% radiologic science pro%essionals in amaica, there%ore, it is

important that radiographers are trained in a timely manner to meet the needs o% the

country# +his shortage may "e as a result o% the %act that the (chool o% Radiography does

not produce enough graduates to satis%y the demands# =urther, the school does not have

the capacity to admit a large num"er o% applicants into the programme, there%ore, can

accept only . students on a yearly "asis# Other pro"lems %acing the school are studentsA

academic per%ormance and attrition# With the demand %or radiographers in amaica

increasing daily, one wonders why the graduation rate %rom the school remains low# +he

study there%ore, was underta7en to determine the reasons why the num"er o% students

graduating %rom the radiography programme is low#

Purpose of the Study

(everal research studies have "een conducted on student success in developed

countries, not many have "een carried on students in amaica, let alone in (;R+# +his

study is intended to address this gap# ;ore speci%ically, the study is aimed at eaminingB

'1* the nature o% radiography programmes, '* admission criteria %or radiography

programmes, '-* the nature o% students in radiography programme, '3* implementation o%

radiography programmes, and '5* %actors in%luencing student success in the radiography

programme#

Research Questions

+he study sought to answer the %ollowing research <uestionsB

3



1# What is the nature o% the radiography programme at (;R+

# ow ade<uate are the admission criteria %or selecting students %or the radiography

programme at (;R+

-# ow are students motivated to learn in the radiography programme

3# ow ade<uate is the implementation o% the radiography programmes at (;R+

5# What %actors in%luence studentsA success in the radiography programme at the

(chool o% ;edical Radiation +echnology '(;R+*, WID

Significance of the Study

It is hoped that the results o% this study will assist decision!ma7ers and curriculum

designers in the radiography programme, to ma7e changes that will ultimately lead to

high enrollment and graduation o% students %rom the programme# It is epected that this

study will help the teaching sta%% in understanding new ways o% delivering the programme

that will help in the retention o% students in the programme# =urthermore, it is anticipated

that the results o% this study, will help students in understanding some %actors that may

contri"ute to their success or lac7 o% it in completing the programme# +he results o% this

study will also provide a %oundation %or %urther studies to "e done in this area "y other

researchers#

Delimitations of the Study

+he participants included the entire population o% students enrolled in the

programme and the graduates %rom the programme %rom the year ... to ..3# +he

5



graduates are limited to those who graduated within the past %ive years "ecause the

graduates who le%t the school more than %ive years ago, are li7ely to %orget some o% their

eperiences# It is li7ely that in the earlier years, graduates did not eperience some o% the

varia"les studied# +o a greater etent, the study %ocused on the studentsA and graduatesA

perceptions o% the radiography programme#

Limitations of the Study

+here are three limitations o% this study# =irstly, due to time and %inancial

constraints not all the graduates o% the program were used in the study# (econdly, not all

the sta%% mem"ers who had ade<uate 7nowledge o% the programme agreed to participate#

astly, data needed %or understanding and eplaining studentsA academic per%ormance in

the programme could not "e eamined due to lac7 o% access to some school documents#

6



Chapter +wo

iterature Review

Overview

+he related literature pertaining to the research themes were reviewed# +hese

themes include the %ollowing headingsB nature o% the radiography programmes, admission

criteria %or radiography programmes, motivation and studentsA learning, implementation

o% radiography programmes, and %actors in%luencing studentsA success#

The Nature of Radiography Programmes

+he list o% scienti%ic and technical developments that have impacted radiologic

science education in the past decade is <uite long# +he growth o% new 7nowledge

constantly ma7es o"solete a portion o% the 7nowledge "ase# +he ac<uisition o% new

7nowledge is di%%icult "ecause o% the compleity o% some o% the new in%ormation '(par7s,

...*# (tudents are also epected to grasp all the scienti%ic 7nowledge possi"le and

graduate 7nowing todayAs science# $ part o% the radiography curriculum must "e devoted

to providing students with the tools to help them to continue to grow a%ter graduation

'(par7s, ...*#

4ducational o"&ectives are derived not only %rom scienti%ic and technical

developments, "ut also %rom pro%essional needs and %rom demands o% society# +he time

has come %or educators to set new priorities and a new direction# Changes in the

educational paradigm should result in more e%%icient and e%%ective learning# +he re<uisite

7nowledge, s7ills and attitudes should "e ac<uired in meaning%ul ways, producing

graduates who are a"le to %unction as capa"le, contemporary pro%essionals '=inch @

E



Crun7ilton, 1)))*# +o this end, the input o% responsi"le mem"ers o% society, who are

respected should "e sought#

+eachers must "e responsi"le curriculum theorists# In the past, curricular changes

were characteri?ed "y the addition o% courses and activities# 4ducators did not have data

"ased on research to support curricular modi%ication# $ serious e%%ort is re<uired to adapt

the vast array o% new tools availa"le to educators# +here is no dou"t that educators are

trying to develop "etter learning environments and to ma7e teaching and learning more

e%%icient# It is important to move away %rom the notion that curriculum is &ust courses and

hours 'Fal7en"urg @ olden, ..3*# In radiography, the curriculum must "e planned and

implemented in such a way as to ensure that students and societal needs are served

'=inch @ Crun7ilton, 1)))*# Curriculum re%orm must have the support and participation

o% the %aculty, who are responsi"le %or &udging the need %or change, instituting change and

assessing the results o% change '(par7s, ...*# I% %aculty are involved in all aspects o%

curricular activities, they are more li7ely to support re%orm e%%orts# +o some degree, that

support and participation are sometimes lac7ing '(par7s, ...*#

$ distinguishing characteristic o% radiologic sciences education is that much o% it

occurs in the health care setting and is heavily in%luenced "y that environment# It is in the

clinical environment rather than in the regular classroom that students ac<uire the concept

o% their pro%essional role# In some cases, studentsA value systems, attitudes,

communication s7ills, interpersonal s7ills and commitment to the patient and the

pro%ession are %ormed in that environment# Given the dynamics o% the system, it is

8



di%%icult to eercise control over the health care environment to accomplish educational

goals and o"&ectives '(par7s, ...*#

+he nature o% the radiologic sciences educational system will continue to "e

a%%ected "y many %orces interacting with the interests o% educational and health care

institutions and o% society in general# Radiologic science educators must meet the

challenge o% changing the educational paradigm# +hey hold the 7ey to the development o%

the %uture wor7%orce 'Fal7en"urg @ olden, ..3*#

In 1))E, studies per%ormed "y the 4ducational +esting (ervice o% 0rinceton, 9ew

ersey, identi%ied speci%ic clinical s7ills that radiographers must have upon entering the

pro%ession# It was discovered that, advances in technology and employer epectations

demand more independent &udgment "y radiographers> there%ore, critical thin7ing s7ills

must "e %ostered, developed and assessed in the education process# +his meant that

changes had to "e made in the curriculum with increased emphasis on critical thin7ing

s7ills 'Racette, ..*# 9ew su"&ects in the entry! level curriculum %ocus on

digitalcomputed radiography, the health care environment and the ethical considerations

o% genetic research# $lso new is a section on human diversity that is designed to promote

a "etter understanding o% pro%essional peers, as well as patients and their %amilies

'Racette, ..*#

$ccording to aving @ ames '..-* radiography programmes should "e

designed to o%%er a %oundation %or individual li%elong learning and transition to studies at

higher levels o% education# In the nited (tates, there are various educational pathways

%or radiologic technologists# +hese educational programmes include hospital!"ased

)



certi%icate programmes, associate!degree or diploma granting community colleges or

technical schools and "achelorAs degree!granting universities or colleges# On completing

a radiography programme, certi%ication may "e o"tained "y success%ully passing a

national eamination administered "y the $merican Registry o% Radiologic +echnologists

'$RR+*# ;ost programmes prepare the students to practice as a radiographer only#

Certi%ications in additional areas o% diagnostic imaging are attained a%ter additional

education and eperience#

+he medical technical radiology assistant ';+$R* is GermanyAs e<uivalent to the

radiologic technologist in the nited (tates 'aving @ ames, ..-*# ;+$R training

is o%%ered at technical schools or hospital "ased programmes# +he training

programme is three years long and includes "oth theoretical and practical instruction#

pon completion o% a training programme, the ;+$R is <uali%ied to per%orm general

radiography, radiotherapy, nuclear medicine, computed tomography 'C+* and

magnetic resonance imaging ';RI*# In Germany, ultrasonography is per%ormed only

"y physicians ' aving @ ames, ..-*# 2e%ore the conclusion o% the training

programme, students prepare %or the national eamination# +his eamination consists

o% written, practical and ver"al parts# (tudents must success%ully pass all parts o% the

national eamination to wor7 as a ;+$R 'aving @ ames, ..-*#

In amaica, the radiography programme is a hospital!"ased diploma programme#

On completion o% the radiography programme, certi%ication is o"tained "y success%ully

passing a written and oral eamination administered "y the radiography school# +he

1.



Cari""ean :iploma in :iagnostic Radiography 'C::R* is awarded to candidates who

success%ully complete the three!year diagnostic radiography programme# It is the

<uali%ication re<uirement to "e employed in amaica as a radiographer, and is accepted "y

the Council %or the 0ro%essions (upplementary to ;edicine 'C0(;*, the licensing "ody

%or paramedical pro%essions in amaica# +he :iagnostic ;edical ltrasound 0rogramme

can "e done at (;R+ "y distance learning, in colla"oration with the ;itchner Institute in

Canada '(tudentsA Clinical and"oo7, ..3*#

Structure of Radiography Programme in the nited States

$ccording to Racette '..* most radiography programmes in the nited (tates

are delivered over two years# +he courses and su"&ects o%%ered in a typical radiography

program are presented in +a"le 1#

+a"le 1

!irst "ear #urriculum for a Radiography Programme in the nited States

Course 9ame 9um"er o% Cloc7 ours

Introduction to Radiography 3.;edical 4thics and aw 5

;edical +erminology .

0atient Care and 9ursing 0rocedures -.Radiologic 0hysics 63

Radiographic 4posure 83

Radiographic 0ositioning 83=ilm Criti<ue 83$natomy and 0hysiology 83

Clinical 4perience 1..

+otal 1,E15

11



$s shown in +a"le 1, a typical radiography programme consists o% a wide range o%

su"&ects# O% the 1,E15 cloc7 hours, 1,.. are allotted to Clinical 4perience# (ince such

large proportion o% time is allocated to Clinical 4perience, it means that students are

given enough time to practice radiography in the clinics# +his vast practical eperience

helps to improve studentsA competency levels in per%orming !ray eaminations on

patients# Radiographic 4posure, Radiographic +echni<ue, =ilm Criti<ue, and $natomy

and 0hysiology are given 83 cloc7 hours each# ;edical +erminology is given the lowest

num"er o% cloc7 hours '. hours*#

+a"le summari?es a list o% courses o%%ered in atypical radiography programme

in the nited (tates and the num"er o% cloc7 hours# $s shown in +a"le , 11 courses are

o%%ered in this programme in the second year, with a total o% 1, 333 cloc7 hours#

+a"le

Second "ear #urriculum for a Radiography Programme in the nited States

Course 9ame 9um"er o% Cloc7 ours

Imaging ;odalities .

0athology -

Radiographic 0ositioning -Huality $ssurance 8

Radiographic =ilm Criti<ue 63

Contrast ;edia 8(pecial Radiographic 0rocedures .

Radiation 2iology0rotection -

Introduction to Computer 84amination Review .

Clinical 4perience 1..

+otal 1,333

1



+otal -)

$s shown in +a"le -, a total o% 15 su"&ects are taught in the %irst year o% the

radiography at the (chool o% ;edical Radiation +echnology# 0hysics is given the highest

instruction time '55 ours* while Introduction to Imaging is allotted the lowest num"er

o% hours '1 ours*# +he total num"er o% hours allotted to the programme in the %irst year

is -) compared 1,E15 in the programme in the nited (tates# nli7e the curriculum

outlined o% the programme in the nited (tates, Clinical 4perience is not included in the

%irst year o% the curriculum at (;R+# +here%ore, at (;R+, the studentsA practical

eperience in the clinical setting "egins a%ter the %irst year o% the programme#

In the (chool o% ;edical Radiation +echnology in amaica, 11 su"&ects o%%ered

in the second year# +he second year su"&ects and the num"er o% instructional

hours %or each su"&ect are presented in +a"le 3#

+a"le 3

"ear Two #urriculum for the School of %edical Radiation Technology in $amaica

Course +itle Instruction +ime 'ours*

Radiation 2iology @ 0rotection 35

Research ;ethods 15

$natomy @ 0hysiology 3.

0hysics @ 4<uipment 1-5Radiographic +echni<ue .

Radiographic Imaging @ $nalysis E.

;icro"iology .

0harmacology 15 9ursing 0rocedures -.

Ward Rotation ..Clinical 4perience 1,..

+otal 1,E).

13



+he num"er o% su"&ects o%%ered in the second year o% the radiography

programme in amaica is consistent with the num"er o% courses o%%ered in the

second year programme in the (tates# O% the 1,E). hours o% instruction, 1,..

hours are allotted to Clinical 4perience 'similar to the programme previously

descri"ed in the nited (tates*# Research ;ethods and 0harmacology are

delivered in 15 hours each, which is the shortest instruction time availa"le in

the second year o% programme#

+he su"&ects taught in the third year o% the programme and the num"er o% hours

availa"le %or each course is presented in +a"le 5# +here are si su"&ects o%%ered in the

third year o% the programme# $s shown in +a"le 5, most o% the instruction time '1,33.* is

allocated to Clinical 4perience# +he lowest num"er o% hours, which is 15, is allotted to

Research ;ethods#

+a"le 5

"ear Three #urriculum for School of %edical Radiation Technology in $amaica

Course +itle Instruction +ime 'ours*

Research ;ethods 15(eminars @ Wor7shops 65

Clinical 4perience 1,33.

Radiographic 4<uipment 5.Radiographic Imaging @ $nalysis )5

Radiographic +echni<ue -5

+otal 1,E..

15



&dmission #riteria !or Radiography Programmes

In most radiography schools in the nited (tates candidates are accepted i% they

are 18 years or older, and are graduates %rom an accredited high school# Candidates must

have also completed $lge"ra and 2iology in high school# $pplicants are evaluated "ased

on their merits and academic per%ormance 'u"ert, ..*# In radiography schools

students are admitted "ased on previous academic achievements# $dmission into

radiography programmes is not "ased on %actors such as gender, race and social class

'Racette, ..*#

In ouisiana in the nited (tates, to enter radiography schools, a high school

diploma is needed# +he high school courses that are needed areB $lge"ra, Geometry,

0hysics, Chemistry, 2iology and Computer (cience# +he duration o% the programmes

range %rom two years to %our years# +he graduates o"tain diplomas %rom two! year

programmes, while %our!year programmes lead to a "achelorAs degree in radiologic

technology 'ouisiana ealth Careers :irectory, ..5*#

$t $urora (t# u7eAs ;edical Centre (chool o% Radiologic +echnology, applicants

%or admission must "e high school graduates or have the e<uivalent General 4ducational

:evelopment 'G4:*# G4: is a test developed "y the $merican Council on 4ducation %or

persons who have not graduated %rom a high school# (uch persons are given the

opportunity to earn a high school certi%icate '+he ighline Community College, ..5*#

In the a"ove named institution, pre%erence is given to students who possess a

strong ;athematics and (cience "ac7ground# pon receipt o% a completed application

%orm, the $dmissionsA Committee completes a preliminary assessment# $pplicants

16



achieving a selected point value or "etter are invited to an interview# (tudents are then

selected "ased on their per%ormance at the interviews '$urora ealth Care, ..5*# +he

$urora (t# u7eAs selection criteria are similar to that o% the radiography school in

amaica#

+he (t# ohn ospital ;edical Centre in the ( also has a Radiologic +echnology

programme which has a similar admission criteria with that o% $urora (t# u7eAs ;edical

Centre (chool o% Radiologic +echnology also in the (# owever, the slight di%%erence is

that the latter does not re<uire letters o% recommendation and career eperience in their

%or admission purposes# =or the %ormer however, the admission criteria are 'a* high

school diploma or e<uivalent '"* three letters o% recommendation 'c* evidence o% a"ility

to meet the demands o% the programme 'a minimum high school G0$ o% #5* and 'e*

career eperience at the Radiology :epartment at the (chool o% Radiologic +echnology

(t# ohn ospital ;edical '(t ohn ospital and ;edical Centre, ..5*# In amaica,

students are not re<uired to have wor7 eperience in a hospital "e%ore enrolling in the

radiography programme#

1E



'ntry Re(uirements and Student Success) $ccording to (eidman '1))6* attrition

and academic success have historically "een perceived as relating to academic

characteristics# +hus colleges and universities have concentrated on studentsA high school

achievement %or admissions criteria and predicting retention o% students# 0olans7y,

oran, and anish '1))-* identi%ied that high school per%ormance was an indicator o%

student success in college# 0olans7y et al#, also speci%ied that academic achievement and

commitment to the goal o% graduation are strong predictors o% retention# $ study on

college attrition conducted "y i""y, (?!(hyan @ =innegan '..5* revealed that studentsA

pre!entry attri"utes such as academic per%ormance, goals and commitments in%luenced

student success#

(andow, ones @ 0ee7 '..* studied the correlation o% admission criteria with

dental school per%ormance and attrition at the niversity o% =lorida College o% :entistry#

In general, the admission criteria were good indicators o% dental school per%ormance#

(tudents with higher undergraduate science G0$s and :ental $dmissions +est achieved

higher in the %inal <uali%ying eaminations# (tudents with lower undergraduate science

G0$s and :ental $dmissions +est scores were more li7ely to remediate, to repeat an

academic year or to "e dismissed#

&dmission into the Radiography Programme in $amaica

Candidates should "e 18 years o% age and over to "e admitted in the radiography

programme at the (chool o% ;edical Radiation +echnology# +he student must also pass at

least si Cari""ean 4amination CouncilGeneral Certi%icate 4amination 'CCGC4*

18



su"&ects at the Ordinary evel# +he compulsory su"&ects are 4nglish anguage,

;athematics and 2iology or uman and (ocial 2iology# In addition students re<uire an

additional science su"&ect as well as two additional academic su"&ects '(tudentsA

and"oo7, ..3*#

$ll candidates are epected to sit an entrance eamination and undergo personal

interviews "e%ore admittance into the radiography programme, applicants who have

satis%ied the Interviewing Committee are re<uired to su"mit a :octorAs certi%icate and

undergo a medical eamination to certi%y that heshe is %it to underta7e a course in

radiography '(tudentsA and"oo7, ..3*#

$ccording to (;R+ 0rogramme :ocument 'undated* a total o% -E students were

admitted "etween 1))) and ..1# O% this num"er, graduated while 5 discontinued and

1. repeated some aspects o% the programme# +a"le 6 summari?ed the data#

+a"le 6

*raduation and &ttrition Rates of Students at S%RT

Jear o%

$dmission

9um"er o%

(tudents

$dmitted

9um"er o%

(tudents

Graduatingwithin - years

9um"er o%

(tudents who

:iscontinued

9um"er o%

(tudents

Repeating

1))) 1. 6 ... 1 8 1 -

..1 15 8 5

+otal -E 5 1.

1)



%otivation and Students+ Learning

One o% the most critical components o% learning is motivation, which according to

(lavin '...* is most di%%icult to measure# +he willingness to put e%%ort into learning is a

product o% many %actors, ranging %rom the studentsA personality and a"ilities to

characteristics o% particular learning, incentives %or learning, settings and teacher

"ehaviours# (lavin stated that the educatorsA &o" is to prompt and sustain studentsA

motivation to learn, and engage in activities that lead to learning#

(lavin %urther stated that motivation is an internal process that activates, guides

and maintains "ehaviour over time# $ teacher who can put students at ease and ma7e

them %eel accepted and respected as individuals, is more li7ely to help them "ecome

eager to learn %or the sa7e o% learning and willing to ris7 "eing creative and open to new

ideas# $ccording to (lavin, i% students are to "ecome sel%! directed learners, they must

"elieve that the teacher will respond %airly and consistently to them and that they will not

"e ridiculed or punished %or honest errors#

(tudent motivation was also studied "y +anen"aum and 4den%ield '...* who

suggested that many motivational techni<ues use learning eperiences that stimulate

student interests and student success through %eed"ac7, achievement epectancy,

enthusiasm, ver"al and nonver"al communication, esta"lishing speci%ic challenging goals

and studentsA analysis o% their own strengths and wea7nesses# +hese authors o"served that

many students however, enter higher education with little internal motivation# +hus,

teachers must capitali?e on the use o% etrinsic motivation, which is derived %rom eternal

%actors rather than the individualAs inner drive# +hese authors also added that teachers

.



must rely on the use o% persuasion, nonver"al and ver"al communication, acting as role

models and using motivational strategies such as rewards and punishment# ;otivation is

7ey to ensuring student success in processing vast amounts o% in%ormation as in the case

radiography programmes# Components that should "e included in learning eperiences to

stimulate motivation are student interest, student success and student %eed"ac7# $lthough

many %actors a%%ect student achievement, individual desire to succeed must eist

'+anen"aum and 4den%ield, ...*#

In the study conducted "y +anen"aum and 4den%ield, they stated that the dental

hygienist programme at $tlantic (tate niversity in the nited (tates employs many

teaching and learning activities that capitali?e on various motivational strategies# =or

instance, each dental hygiene student is re<uired to complete a minimum num"er o%

patient re<uirements in each clinical category to achieve clinical competency# (tudents

earn additional points %or each service rendered a"ove the minimum re<uirements# +his

system motivates students to achieve their maimum potential# Conversely, a punishment

is en%orced %or students who %ail to meet the minimum re<uirements, with points

su"tracted %rom their clinical average# (tudents have consistently provided clinical

services %or a greater num"er o% patients, thus "ecoming more pro%icient while achieving

additional reward points '+anen"aun @ 4den%ield, ...*#

(ome o% the views epressed "y +anen"aum and 4den%ield were also shared "y

Fal7en"urg and olden '..3*# +he latter o"served that creating a positive teaching and

learning environment is critical in health pro%essionalsA curriculum# 2y selecting the

appropriate motivational techni<ues, educators can reap the rewards o% educating

1



competent health pro%essionals who will improve the health o% the citi?ens within their

communities# In addition, these authors indicated that motivated teachers and students

result in positive happy pro%essionals in the health %ield#

,mplementation of Radiography Programmes

+his section is divided into three su"! headingsB teaching strategies used in

radiography programmes, assessment methods in radiography, and studentsA

assessment o% teachers#

Teaching Strategies sed in Radiography Programmes

;ost radiography programmes ma7e use o% seminars, la" sessions and tutorials to

ena"le small group activity and rein%orce the principles covered in lectures# +eaching

materials are also availa"le %or access to students via we" sites# +his permits electronic

discussion, guidance and communication# (ome eamples o% other teaching strategies

used in radiography programmes areB lead lectures, tutor!led tutorials, student and tutor

led seminars, sel%!directed learning %acilitated "y study pac7s and the use o% research!

"ased teaching materials and methods, pro"lem "ased learning scenarios 'Racette, ..*

&ssessment %ethods ,n Radiography Programmes

ecturers in (;R+ usually assess the Radiography students twice during the

semester# +he two %orms o% assessments are '1* %ormative, which is during the semester,

otherwise called Kmidterm,D and '* summative, which is conducted at the end o% the



semester, also called K%inal eamination#D $ccording to Carwile @ ames '..*

evaluation instruments should contain items relating to patient communication s7ills,

technical s7ills, pro%essionalism and critical!thin7ing s7ills# (tudents are a"le to schedule

advising sessions with instructors# =urther, these authors suggested that during these

advising sessions students receive %eed"ac7 on their per%ormance and respond to areas o%

concern, "ut they do not have an input in the evaluation itsel%# 2e%ore the conclusion o%

the training programme, students prepare %or a %inal eamination# +he eamination

consists o% written, practical and ver"al parts# (tudents must success%ully complete all

parts o% the eamination to wor7 as a radiographer 'Carwile @ ames, ..*#

0eople have di%%erent strengths, there%ore, radiography programmes include a

wide range o% assessment methods# +he most common methods used areB presentations,

vivas, written eaminations, in!course tests, la" reports, essays, assignments, group

eercises and independent in%ormation collection activities 'Racette, ..*# +here is also

%ormative 'ongoing, supportive, port%olio!"ased* and summative 'such as a supervised

clinical session* hospital assessment# Racette o"served that most modules include more

than assignment, and in the event o% a %ailure students are given the opportunity to "e re!

assessed#

$ port%olio is a collection o% learner achievement that documents what a student

has accomplished and the steps ta7en to get there, and is an e%%icient way o% assessing

studentsA per%ormance in radiography programmes '/udlas, :avison @ ;annelin, ..-*#

/udlas et al#, %urther indicated that many items can "e placed in a studentAs

port%olio> no strict rules govern its content# owever, each item or piece o% evidence

-



should support the o"&ectives o% the port%olio, show student growth and learning over

time and "e assessed "y "oth the student and the instructor# +hese authors also indicated

that items o% pieces o% evidence may include images, academic papers, &ournal entries,

re%lective papers or even video pro&ects#

0ort%olios allow instructors to assess studentsA per%ormance in ways that <ui??es

and eaminations cannot, mainly "y showing the &ourney students have ta7en in learning

various concepts, the degree to which that learning has ta7en place and the way in which

each student has grown over time# $lthough port%olios allow assessment o% many types o%

learning, they are pro"a"ly "est used to evaluate higher levels o% learning, such as critical

thin7ing, pro"lem solving and the synthesis o% in%ormation %rom many sources# I%

properly structured, port%olios can greatly enhance studentsA sel%!esteem "ecause they see

how much they have learned in a programme# 0ort%olios also provide valua"le

in%ormation to instructors interested in assessing their teaching strategies and

continuously improving their instruction '/udlas, :avison @ ;annelin*#

Students+ &ssessment of Teachers

$dams '..-* reported that most educators in the radiologic sciences are

interested in how students perceive their course so that they can continue success%ul

practices and improve or discard those that are less success%ul# 4valuations o% instructions

that are %illed out "y students are one method o% getting %eed"ac7 in the area o% teaching

e%%ectiveness#

$ccording to $dams, a study o% 6.. institutions o% higher education in the nited

(tates showed that student!rating instruments were the most common method o%

3



evaluating teaching# +here is general agreement among scholars that student ratings

should not "e the only source o% evaluative in%ormation regarding teaching e%%ectiveness#

It is recommended that they constitute -.L to 5.L o% the overall evaluation o%

instruction# $dams %urther noted that despite this recommendation, student ratings

represent a large percentage o% the evaluation system o% at most colleges#

$dams also indicated that it "ene%its the instructor, the student and the programme

to "e sure that an appropriate assessment method is used to evaluate teaching# When used

appropriately student!rating tools can "e an ecellent way to gather %eed"ac7# When used

inappropriately, they can "e a source o% anger, suspicion, in&ustice and ine<uity#

+here%ore, it "ehooves all instructors to ta7e an interest in the way teaching is evaluated

in their institution '$dams, ..-*#

!actors ,nfluencing Students+ Success

+his section is organi?ed under the %ollowing headingsB socioeconomic %actors

and studentsA attrition, time management and study s7ills and resources availa"le %or

radiography programmes# +he %ormer is discussed %irst#

Socioeconomic ,ssues and Students+ &ttrition

(tudent attrition can result %rom various circumstances, including %amily or

personal pro"lems, %inancial set"ac7s, illness, academic %ailure, disinterest, lac7 o% social

connectedness '"elonging* and emotional support 'aw7ing, ..5*# (everal studies have

"een done to determine the e%%ect o% these %actors on studentsA per%ormance# $ study was

5



done in an environmental sciences course 'some o% the units are similar to those o%

radiography* at (outhern Cross niversity in $ustralia# +he study showed that

di%%erences in age and success at secondary school did not in%luence studentsA grades

';urray, 1))6*#

In an analysis o% the impact o% %amily structure on studentsA achievement in 1))3,

Rand Corporation reported that parentsA level o% education was the most important %actor

a%%ecting student achievement# (tudents with parents who are "oth college graduates

tended to achieve at the highest levels# +he authors o% the study suggest that the

per%ormance gaps "etween studentsA with one and two parent %amilies is as a result o%

%actors such as %amily income, %amily si?e and parent education levels 'Rand

Corporation, 1))3*#

Wintre and Ja%%e '...* indicated that studentsA mutual reciprocity and discussion

with parents were lin7ed to studentsA ad&ustment to the university environment# (tudents

who perceived greater degrees o% mutuality in their relationships with their parents were

less li7ely to "e depressed# 0sychological well!"eing varia"les such as sel%!esteem,

coping with college and stress contri"ute to the perceived overall ad&ustment 'Wintre @

Ja%%e, ...*# (eidman '1))6* provided in%ormation %rom past studies that identi%ied

predictors o% attrition as studentsA educational o"&ectives, employment status, high school

grade point average 'G0$*, term G0$, age, gender and purpose %or enrolling#

6



Time %anagement and Study S-ills

Other aspects o% studentsA learning are time management and study s7ills or

ha"its# Good study s7ills or ha"its are %undamental %or studentsA academic per%ormance

'$l!ilawani @ (artawi, 1))E*# =urther, these authors o"served that high!achieving

students have "etter study s7ills than do low!achieving students# $cademically success%ul

students use study s7ills more e%%iciently than do low!achieving students#

0olans7y, oran @ anish '1))-* studied study s7ills %rom a di%%erent

perspective# +hey studied the e%%ects o% study s7ills training and career counseling on

student retention in colleges in the nited (tates# In their study they %ound that study

s7ills intervention alone signi%icantly in%luenced retention, whereas career counseling

alone did not# owever, "oth interventions administered in com"ination diminished the

impact o% study s7ills training# 0olans7y et al#, suggested that an alternative was to

implement the two techni<ues se<uentially to prevent overwhelming the students#

$ccording to Callaway '1))8* managing the <uality and <uantity o% study time is

up to the student# (tudents should use their energy, time and s7ills wisely to prepare %or

their eaminations# $ daily, wee7ly or monthly calendar should "e used to plan study

time# +he importance o% writing study time on a calendar cannot "e overemphasi?ed#

Callaway %urther stated students are more li7ely to adhere to a study schedule i% they

thought it through, wrote it down and posted it where it can "e seen daily#

$ccording to Callaway, when setting up a review calendar, it is important to "e

regular and consistent# $ speci%ic time should "e set aside to review radiography material

on a regular "asis# $s adult learners radiography students should have developed an

E



awareness o% strengths and wea7nesses relative to time management and commitment to

studies# I% students study regularly they are epected to have very little di%%iculty in

eaminations# Fiews epressed "y Callaway on study s7ills are also shared "y (aia

'1))E* who agreed that employing e%%ective study techni<ues is important to help

students succeed in radiography programmes# (aia also recommended that all

radiography students should set up a study plan to help them prepare %or eaminations#

$ccording to ;cWhorter '1))* Kcollege is a uni<ue learning eperienceD 'p# 3*#

(he added that college students will "e %aced with new demands and epectations# (he

suggested that %or college students to "e success%ul they should '1* set their own

operating rules, '* ta7e responsi"ility %or their own learning and '-* develop new

approaches to learning# +hese s7ills however seem to "e missing among the students in

(;R+#

$ common mista7e made "y radiography students in (;R+ is that they %ail to

understand the tas7 o% "eing a college student is di%%erent %rom that o% the high school#

=or instance, some o% these students instead o% reviewing the more di%%icult materials

learned in class %irst, tend to study the easy materials, which according to the literature is

the opposite o% what should "e done# +he more di%%icult materials re<uire more time and

should "e studied %irst so as to have enough time to comprehend# +his according to

Callaway '1))8* gives the student more time to learn "e%ore the eamination

Callaway %urther stated that students study ha"its vary# (he added that some

students pre%er to study alone while others %ind it help%ul to study in groups, ta7ing turns

<ui??ing one another and answering <uestions# (he recommended that students should

8



choose the method that suits himher# =urther, she also recommended that each student

should have time set aside during which there is no interruption# It is particularly

important to remain upright#

Callaway also stated that students should ta7e regular "rea7s# +here should "e

ade<uate lighting and the room temperature should "e controlla"le and com%orta"le#

Callaway %urther suggested that regardless o% the study method used, <uiet concentration

is o% utmost importance# In addition, studying should "e done at a time when the studentAs

mind is most alert#

Resources &vailable for Radiography Programmes

+his section is arranged into %ive su"!headingsB the roles and %unctions o% human

resources in radiography schools, issues relating to student success, human resources in

the clinical setting, clinical %acilities, and radiography la"oratory and other %acilities#

The Roles and !unctions .uman Resources in Radiography Schools

+he teacherAs personal <ualities a%%ect the 7ind o% classroom created# (tudents

value instructors who are help%ul and understanding, %air and honest, organi?ed and

s7illed in eplaining di%%icult content, prepared and 7nowledgea"le a"out the material#

4ducators on the other hand, value seeing their students succeed, ehi"it the traits and

characteristics o% competent, compassionate radiographers# ecturers in radiography

programmes re<uire vast eperience in practical radiography and or 7nowledge o% the

health sciences '0owers, ..-*#

)



instruction at a lower cost than radiologist %aculty mem"ers# +he residents reported that

they valued the teaching eperience "ecause it helped them to master the material and

%orm "onds with %uture radiographers 'Racette, ..-*#

The School of %edical Radiation Technology /S%RT0) (;R+ o%%ers %ormal

training '"oth theoretical and practical* in the medical %ield to <uali%ied entrants, in order

to produce radiographs o% the highest diagnostic <uality while demonstrating proper, sa%e

and ethical patient management '(tudentsA Clinical and"oo7, ..3*# (;R+ is

administered "y a :irector and has a sta%% o% <uali%ied Clinical Instructors, 0rogramme

Coordinators, part!time and %ull!time lecturers %or the di%%erent imaging disciplines# +he

%aculty is supported "y li"rary and secretarial sta%%# $ccording to the (tudentsA Clinical

and"oo7, the practical component is administered "y the clinical %aculty instructing and

monitoring students assigned to designated radiology departments in amaica and

overseas#

(tudents at (;R+ are encouraged "y %aculty mem"ers to develop critical!thin7ing

s7ills and an attitude o% caring %or their patients# Clinical education is conducted in

con&unction with didactic classroom lectures and eercises and is designed so that there is

integration and application o% cognitive, a%%ective and psychomotor learning# In the

(tudentsA Clinical and"oo7, it is stated that students are given clinical assignments to

practice, under the supervision, the techni<ues learnt in the classroom# :uring the clinical

assignment, <uali%ied radiographers provide guidance to the students in order to maintain

sa%ety, ethical and pro%essional standards#

-1



,ssues Relating to Student Success

aw7ing '..5* reported that e%%ective communication a%%ects student

achievement and retention# 4%%ective communication includes the a"ility to read and

comprehend in%ormation, the a"ility to epress ideas e%%ectively in written and spo7en

%orm, and the a"ility to listen attentively# $n instructorAs ver"al, non!ver"al and listening

s7ills greatly in%luence student achievement and retention#

$ccording to 0ascarella @ +eren?ini '1)E)* the presence o% signi%icant

interactions with other mem"ers o% the institution is important %or student success#

(tudent interaction must go "eyond the classroom in order %or students to %eel integrated#

Integration is an important component %or retaining all students#

aw7ing '..5* o"served that the e%%ect o% classroom personalities on learning

has "een eplored "y many researchers# (tudies have investigated lin7s "etween

personality and %actors such as gender, ethnicity, "irth order, academic achievement, &o"

satis%action and choice o% pro%ession# =urther, aw7ing stated that individual personality

traits and their speci%ic modes o% communication have "ecome the topic o% interest in an

increasing num"er o% studies#

$chievers have a need %or success and power, while underachievers have a high

need %or a%%iliation '"elonging to a group* and aggression# +he methods used to engage

students in the social structure o% an educational programme such as radiography, include

organi?ed clu"s and students associations, academic honour societies, group pro&ects and

study groups, shared clinical rotation groups, community service pro&ects, social

%unctions, and local or state competitions 'aw7ing, ..5*#

-



aw7ing also stated that %or instructors to "e more e%%ective in the classroom and

to increase the academic achievement o% students, training in communication processes

should "e considered# Recogni?ing studentsA personality type and their corresponding

learning styles, modes o% communication and motivational and psychological needs will

ena"le educators to create a learning environment %or student achievement with an

increase in retention# 4ducational institutions can then graduate more students without

compromising the academic integrity o% the programme# $t the same time, the health care

industry will continue to receive an in%lu o% radiologic technologists with the appropriate

training 'aw7ing*#

.uman Resources /#linical Setting0

In the radiologic sciences, the most e%%ective and desira"le practioners are those

who integrate theory and practice in their wor7# Good clinical practice cannot "e

separated %rom the cliniciansA powers o% &udgment and his or her a"ility to ma7e

independent decisions 'u"ert, ..*# +he role o% practioners in the radiologic sciences is

two%old# +hey provide direct supervision %or students and serve as role models# (tudents

o"serve all pro%essionals with whom they wor7 and mimic the pro%essional demeanor

they thin7 clinicians epect# (tudents adopt a pro%essional image that is in%luenced "y

the %aculty, clinical practioners and the pro%essional sym"ols they see around them, such

as dress, demeanor and medical &argon# +he epectation o% radiologic science

pro%essionals in education is that students will ehi"it a love %or their chosen pro%ession,

--



a sincere interest in their patients and a commitment to the education o% %uture colleagues

'Racette, ..*#

#linical !acilities

4nrollment in educational programmes is limited not &ust "y the resources o% the

sponsoring institution such as the li"rary and la"oratory %acilities, "ut also "y the clinical

eperiences it can provide# +here%ore, "y agreeing to serve as a clinical site %or an

educational programme, a clinical %acility may allow a programme to epand its capacity#

+his would increase the num"er o% graduates prepared to enter the pro%ession and

contri"ute to a reduction in manpower shortage 'Greathouse, ..-*#

Increasing the num"er o% graduates is important# +he clinical site also has the

opportunity to contri"ute signi%icantly to the development o% the students who rotate

through the %acility# +he clinical sta%% has the opportunity to shape student "ehaviour#

+hus, the sta%% in the clinical setting contri"ute to the <uantity and <uality o% graduates

'Greathouse, ..-*#

$ccording to Greathouse in addition to contri"uting to the pro%ession, most

clinical sites ac7nowledge that they receive a return on their investment o% time and

energy in educating students# ;ost students "egin educational programmes with

eagerness and energy unmatched "y that o% veterans# +his tends to "reathe new li%e into

the department "y invigorating eperienced sta%% and helps them 7eep up to date with the

latest developments in the pro%ession#

-3



Greathouse also stated that to %acilitate a success%ul partnership with the

educational programme, individual clinical sta%% must "e willing to display a positive

attitude, a willingness to learn and assist students in the learning process# In a time o%

signi%icant manpower shortages, clinical %acilities may loo7 to students as a way to

supplement the departmentAs wor7%orce# 2eing mind%ul that the primary purpose %or

studentsA rotations is education and ensure that students assignments are %or educationally

valid purposes#

+he students in the radiography programme at (;R+ are assigned to clinic site

which are accredited "y the schoolAs administration, as providing suita"le learning

environments# $ttendance criteria are set %or each type o% clinical activity and constant

monitoring and evaluation are done "ased on standards set "y (;R+# (tudents are

re<uired to demonstrate competent management o% speci%ied radiographic procedures and

to deliver appropriate patient care in the production o% radiographs o% optimal diagnostic

<uality '(tudentsA Clinical and"oo7, ..3*#

Radiography Laboratory and Other !acilities

+he in%rastructure o% radiography schools is similar to that o% most educational

organi?ations# $ typical radiography school consists o% classrooms, !ray la"oratories, a

li"rary, a computer room and other amenities %or sta%% and students 'Racette, ..*#

+he radiography la"oratory is commonplace %or most radiography programmes

'ensley @ 2ush, ..-*# In the nited (tates, +he oint Review Committee on 4ducation

in Radiologic +echnology 'RC4R+* re<uires a radiography programme to have a

la"oratory to o"tain accreditation# +he la"oratory setting can provide the student with the

-5



opportunity to master a topic "y accommodating di%%erent learning styles, helping to

develop important thin7ing s7ills and providing low studentteacher ratio in which

students can thrive and develop thin7ing s7ills# $llowing students to wor7 through

pro"lems in class will translate to the wor7 environment 'ensley @ 2ush*#

+he a"ove!mentioned authors o"served that the radiography la"oratory sessions

are used to enhance the material provided in lectures, "ut their value goes deeper# +he

instructor who reali?es the importance o% la"oratory sessions helps students develop the

s7ills and mental capacity needed to thrive in radiology units# $lthough it is easier to

practice positioning on a peer than to position a patient with a "ro7en "one, la"oratory

classes help students to develop the thin7ing s7ills needed to adapt to each situation and

provide the type o% instruction students need to ecel# a"oratory classes are a"solutely

essential in producing competent, sel%!su%%icient radiographers who will "e success%ul

mem"ers o% the health care wor7%orce#

+he la"oratory at (;R+ was opened in 1))6, to %acilitate in!depth practical

training o% radiography students# +here are two radiographic rooms, a dar7room and

o%%ices# +he la"oratory is also e<uipped with anatomical phantoms, which may "e

radiographed to produce images# +he la"oratory is located close to the radiology unit#

+his %acility serves a dual purposeB a regular radiographic unit as well as a teaching unit,

where demonstration o% radiographic techni<ues are carried out "y students under the

supervision o% clinical instructors or other designated <uali%ied radiographer '(tudentsA

Clinical and"oo7, ..3*#

-6



$ study conducted "y the 0rogramme %or International (tudent $ssessment

'0I($, ...* revealed that studentsA use o% school resources is more li7ely associated

with studentsA per%ormance than the physical or material in%rastructure o% schools#

(tudents were as7ed a"out their use o% their schools li"rary, computers, la"oratories and

Internet connection# In schools where usage o% the resources is relatively high the

students per%ormed "etter#

+he study also revealed that some aspects o% school policy and practice such as

teacher epectations on studentsA per%ormance, teacher morale and commitment, and

school autonomy tend to "e associated with "etter student per%ormance# +eacher!student

reactions, disciplinary climate and the etent to which teachers emphasi?e academic

per%ormance, and placed high demands on students were also associated with "etter

academic per%ormance# 0I($ suggested %urther research and analysis to identi%y how

each %actor operates, interacts with home "ac7ground and in%luences school and student

per%ormance '0I($, ...*# (tudents who do not %eel connected to their environment,

whether it is the pro%ession itsel% or the educational institution will not "e li7ely to remain

in the programme 'Carwile, ..-*#

Summary of Literature

+he reviewed materials revealed that in radiography training "oth theoretical and

practical s7ills are re<uired# +he nature o% the radiologic programmes are a%%ected "y

technological advancement, %orces interacting with health care organi?ations and society#

4ducators in the %ield o% radiography should there%ore meet the challenge o% changing the

-E



educational paradigm so that students will success%ully complete radiography

programmes and %unction as contemporary pro%essionals#

(tudents admitted into radiography programmes are usually 18 years or older and

have strong science "ac7ground# +here must also "e evidence that the student is capa"le

to meet the demands o% the programme# +his is usually achieved "y selecting students

"ased on their previous academic achievement# (electing the most suita"le students %or

the radiographic pro%ession will improve students success rate and reduce the num"ers

who will remediate, repeat an academic year or dismissed#

;otivation is important in ensuring student success in radiography programmes#

earning eperiences such as student interest, student success and %eed"ac7 stimulate

motivation# $lthough many %actors a%%ect studentsA success, individual desire to succeed

must eist# 4ducators should "e creative and select the appropriate motivational

techni<ues to help students succeed in radiography programmes#

;ost radiography programmes ma7e use o% seminars, la"oratory sessions and

tutorials to rein%orce principles covered in lectures# +eaching materials are also availa"le

to students through the use o% computers# $ssessment methods in radiography include

presentations, written eaminations, practical eaminations and assignments#

(tudent success may "e in%luenced "y various %actors# (ome o% these %actors

include %inancial set"ac7, academic %ailure and lac7 o% social connectedness and

emotional support# Good study s7ills and ha"its are %undamental %or studentsA academic

success# (tudents should use their time and s7ills wisely i% they intend to succeed in

radiography programmes#

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In light o% the %act that several %actors may in%luence student success in

radiography, all sta7eholders in the radiography programme in amaica, should see7 to

determine the %actors in%luencing studentsA success so that strategies can "e employed to

improve the completion rates# +his will result in an increase in the num"er o% graduates

who will serve as health care pro%essionals in amaica and the Cari""ean region#

-)



Chapter +hree

Research ;ethodology

Overview

+his chapter deals with the methods used %or this research, and is organi?ed into

the %ollowing su"!headingsB research design, population and sample, data collection, data

analysis and ethical issues#

Research Design

+he research design used %or this study was descriptive in nature# +his design was

used "ecause it allows the use o% mied methodology# ohnson and Onwueg"u?ie '..3*

de%ined mied methods research as the Kclass o% research where the researcher mies or

com"ines <uantitative and <ualitative research techni<ues, methods, approaches, concepts

or language into a single studyD 'p# 1E*# +he mied methods research was used "ecause o%

the nature o% the data collected, analy?ed, and interpreted in order to provide answers to

the research <uestions that guided the study#

Population

+he accessi"le population consisted o% all current students enrolled in the

programme, graduates 'over a %ive year period*, all %ull!time teachers, and the

administrative sta%%# +he school si?e is small and there%ore the population is very small '9

M ))*# owever, not everyone in the population was used in the study "ecause the

3.



researcher was determined to use participants with rich 7nowledge o% the programme#

+his means that there was a need %or sampling#

Sample

+he sample o% the study consisted o% 58 participants# 9o sampling method was

used with the students '9 M 5.* and the administrative sta%% 'n M 1* as the entire students

population was as7ed to volunteer %or the study# 4ventually, -1 students volunteered to "e

a part o% the study#

$ non!pro"a"ility 'convenience sampling* method was used to select a total o% 3-

graduates and %our %ull!time teaching sta%% 'all participated*# +he actual num"er o%

graduates that participated was # +he graduates who participated graduated "etween

... and ..3, "ecause the researcher was concerned with the e%%ect o% memory a%ter a

long period o% leaving the school# +here was a pro"lem o% %inding the graduates within

the time %rame stated as some graduates have migrated# Only those graduates who lived

and wor7ed in amaica were included in this study# (ee +a"le E %or the num"er o%

participants in the study#

+a"le E

Distribution of Participants used in the Study

0articipants 9um"er in

0opulation

9um"er in

(ample

Current students 5. -1

Graduates 3-

=ull!time teachers 3 3

$dministrative sta%% 1

31



+otal )) 58

Data #ollection

+he data collection methods used included the %ollowingB <uestionnaires,

interviews, o"servations and document reviews# 2ecause o% the mied methods research

design used, it was necessary to use a variety o% methods in the data collection stage# (ee

+a"le 8 %or a summary o% the research <uestions and their methods o% data collection#

+a"le 8

Research Questions and Data #ollection %ethods

Research Huestions :ata Collection ;ethod

1# What is the nature o% the radiography

programme at (;R+

Huestionnaire '(ection 2*B

!$ppendi $1B Items 3!), 55!56

!$ppendi $B Items 3!), 56!5E

# ow ade<uate are the admission

criteria %or selecting students %or theradiography programme at (;R+

Huestionnaire '(ection $*B

!$ppendi $1B Items 1.!1- !$ppendi $B Items )!1

Interview

:ocument Review

-# ow are students motivated to learn in

the radiography programme


!$ppendi $1B Items 5!6

!$ppendi $B Items 5!6

3# ow ade<uate is the implementation o%

the radiography programme at (;R+


!$ppendi $1B Items 1E!3, E!--

!$ppendi $B Items 1E!3, E!--O"servation

5# What %actors in%luence studentsA

success in the radiography programme

at the (chool o% ;edical Radiation

+echnology '(;R+*, WID

Huestionnaire

!$ppendi $1 '(ection $*B 6!), 13!1E

!$ppendi $1 '(ection 2*B 1!-, -3!53

! $ppendi $ '(ection $*B 5!8, 1-!16 !$ppendi $ '(ection 2*B 1!-, -3!55

3



Interview

O"servation

3-



Questionnaires

+wo types o% <uestionnaires were designed to collect data %rom the students and

graduates# +hese two <uestionnaires are descri"ed "elow#

Students+ Questionnaire . +he studentsA <uestionnaire consisted o% E- items and

was divided into two sections '(ection $ and (ection 2*# (ection $ contained 1E items

and dealt with demographic in%ormation while (ection 2 consisted o% 56 items and was

designed to o"tain %eed"ac7 %rom students# +he response %ormats o% the studentsA

<uestionnaire were o% three typesB %ied or closed!ended '- items*, semi %ied, with

space %or written comments ') items*, and open!ended '1 items*# +he opened!ended

items were designed to allow the students to write their views on the <uestions as7ed# +he

<uestionnaire was %airly long "ecause it was the only method used %or collecting data on

studentsA views a"out the programme# +he <uestionnaires were administered "etween

;ay and $pril ..5 "y the researcher in the Radiology :epartments where the students

were located at the time o% the study# 4ach <uestionnaire too7 approimately 5 minutes

to complete# (ee $ppendi $1 %or a copy o% the studentsA <uestionnaire#

*raduates+ Questionnaire . +he %ormat o% the graduatesA <uestionnaire was similar

to that o% the studentsA <uestionnaire# +he graduatesA <uestionnaire was also divided into

two sections and consisted o% consisted E5 items# (ection $ 'demographic data* consisted

o% 16 items and (ection 2 'graduates %eed"ac7* consisted o% 5) items # +he response

%ormats o% the graduatesA <uestionnaire were %ied or closed!ended '- items*, semi!

%ied, with space %or written comments '-. items*, and open!ended '1- items*# +he

opened!ended items were designed to allow the graduates to epress their views on the

33



<uestions as7ed# +he researcher administered the <uestionnaires to the graduates in the

month o% $pril ..5 at their various places o% employment# 4ach <uestionnaire too7

approimately 5 minutes to complete# (ee $ppendi $ %or a copy o% the graduatesA

<uestionnaire#

Pilot Testing) +he studentsA <uestionnaires were pilot tested with a total o% si

students 'two %rom each o% the three years o% the radiography programme*# +hese si

students were not part o% the main study# +he graduatesA <uestionnaire was pilot tested on

a sample o% ten graduates who have graduated %rom (;R+ more than %ive years ago# In

"oth cases, the participants were as7ed to identi%y items that were unclear, and to suggest

ways to ma7e the items less am"iguous# $s a result o% these eercises two items 'num"ers

, and 5* were revised in the studentsA <uestionnaires# (imilarly, the same num"er o%

items ' and 5* were revised in the graduatesA <uestionnaire#

,nterviews

=ace!to! %ace interviews were conducted with %our %ull!time teachers in the

programme during the month o% une ..5# +he purpose o% the interview was to allow the

teaching sta%% to descri"e their views o% the programme# +he participants were as7ed to

identi%y a convenient venue and time %or the interviews# +he interviews were not tape!

recorded instead notes were hand written# (ee $ppendi 2 %or a copy o% the lecturersA

interview schedule#

35



Observations

(tructured o"servation was used as one o% the data collection methods# +he

researcher visited the school and %ive radiology centers within /ingston and (t# $ndrew#

+he aim o% the o"servation eercise was to see the sites where the radiography

programme was delivered, the teaching %acilities as well as the resources# $ log was used

to recorded o"servations made at each site visited# (ee $ppendi C %or a copy o% the

o"servation log# In +a"le ), the data on the site visits are presented#

+a"le )

Observation 1isits to Sites

(ites 9um"er o% Fisits :ates$ une 1 @ -, ..52 - une E, 8 @ 1., ..5

C - une 13, 15 @ 1E, ..5

: uly 6 @ 8, ..5

4 uly 1- @ 15, ..5

$s shown a"ove, a total o% 1 visits were made in %ive sites during the months o%

une and uly ..5# $t times, there was a need to visit a site more than twice due to

disruptions in the earlier visit#

36



,ntra2Observer Reliability) +o maintain consistency during the o"servation period,

each site was visited more than once and the results o% the visits were chec7ed %or

consistency# +he results showed little or no variations#

Document Reviews

+he programme documents reviewed include the (tudentsA and"oo7s, and

Clinical and"oo7s as well other materials related to the study# :ue to limited access to

the programme documents such as studentsA pro%iles and results, the researcher could not

o"tain other relevant records related to studentsA per%ormance# +his was one o% the

limitations eperienced in the study# :ue to this limitation the researcher could not

determine the etent to which studentsA academic per%ormance played a role in the

graduation rate# +he program administrator as well as the %our lecturers who were

interviewed veri%ied documents reviewed#

Data &nalysis

+he <uantitative and <ualitative data collected were analy?ed separately# +he

<uantitative data analysis is descri"ed %irst# =ollowed "y the <ualitative#

Quantitative Data &nalysis) +he studentsA and graduatesA <uestionnaire data were

analy?ed using simple descriptive statistics '%re<uency and percentage* %or the closed!

ended items# +he <uestionnaires were collated in "atches, and edited with attention to

missing data# 4ach completed <uestionnaires was assigned a num"ers and each <uestion

was coded and entered into ;icroso%t 4cel so%tware programme# +he data entered into

the computer were veri%ied %or error "y the researcher# 4ach closedNended item was

3E



analy?ed at item level "ased on the research <uestions# (ee +a"le 1. %or a summary o% the

research <uestions and methods o% data analysis#

Qualitative Data &nalysis) +he open!ended items in the <uestionnaires, interviews

and o"servation data were analy?ed using the <ualitative approach# 9ames o% the sites as

well as the interviewees were changed in order to protect their identities# +he interview

and o"servation data was transcri"ed using ;icroso%t Word programme# +he interview

transcriptions were given to the interviewees %or mem"er chec7ing 'Gall, 2org @ Gall,

1))6*# $%ter this eercise, the data was divided into segments and then coded with

descriptive words or category names that matched the research <uestions# +he

in%ormation across the di%%erent categories developed %rom the data as part o% the

inductive process were interpreted and descri"ed "ased on the research <uestions# (ee

+a"le 1. %or a summary o% the research <uestions and their method o% data analysis#

38



+a"le 1.

Research Questions and Data &nalysis %ethods

Research Huestions :ata $nalysis ;ethod

1# What is the nature o% the radiography

programme at (;R+Huantitative '=re<uency @

0ercentage*

# ow ade<uate are the admission

criteria %or selecting students %or the

radiography programme at (;R+

Huantitative '=re<uency @

0ercentage*

Hualitative 'Coding, categori?ing,interpretative @ description*

-# ow are students motivated to learn inthe radiography programme

Hualitative 'Categori?ing,interpretative @ description*

3# ow ade<uate is the implementation o%the radiography programmes at (;R+

Huantitative '=re<uency @0ercentage*

Hualitative 'Coding, categori?ing,interpretative @ description*

5# What %actors in%luence studentsAsuccess in the radiography programme

at the (chool o% ;edical Radiation

+echnology '(;R+*, WID

Huantitative '=re<uency @0ercentage*

Hualitative 'Coding, categori?ing,

interpretative @ description*

'thical ,ssues

4thical issues were considered prior to commencement o% the study# 0ermission

to conduct the study was sought %rom the 4thics Committee at the niversity ospital o%

3)



the West Indies and then the 4thics Committee at the niversity o% +echnology, amaica#

(ee $ppendices :1 and : %or copies o% the approval letters %rom "oth institutions#

+he purpose o% the study was eplained to the participants and only persons who

volunteered to ta7e part were included# +he participants were not coerced to ta7e part in

the study# 0articipants were told that they could withdraw %rom the study at any time

without penalty# 0articipants were also as7ed to sign an in%ormed consent %orm to con%irm

that shehe agreed to participate in the study# (ee $ppendices 41 and 4 %or cover letter

to participants and in%ormed consent %orm# Con%identiality and anonymity were

maintained during he data collection and analysis stages o% the study#

5.



Chapter =our

Results

Overview

+he %irst part o% this chapter "egins with the response rate o% the participants# +he

demographic data o% participants are presented in the second part# +his is %ollowed "y the

%indings and results, which are organi?ed under %ive headings "ased on the themes

developed %rom the research <uestions that guided the study#

Response Rate of the Participants

+he response rates %or the students and the graduates who completed the

<uestionnaire are reported in +a"le 11# $ total o% 5- participants '-1 students and

graduates* volunteered %or the study# +he students are divided into three levels '%irst,

second and third years* in order to achieve a representative sample#

+a"le 11

Response Rate of Participants

0articipants 9um"er o% Huestionnaires

:istri"uted

sa"le Returns

9on!Returns

0ercentage o% sa"le

Returns

(tudents

Jear 1 15 ) 6 6.#.

Jear 15 1. 5 66#E

Jear - 1E 1 5 E.#6

Graduates -5 1- 6-#.

+otal 8 5- ) 63#6

$s shown in +a"le 11, the overall response rate %or students and graduates was

65L# owever, the response rate %or the student group was approimately 66L while the

51



graduate group was approimately 6-L# +o increase the response rates, the researcher re!

administered the <uestionnaires %ive wee7s a%ter the %irst set was administered# owever,

this e%%ort did not increase the response rates o% the participants# +he response rate %or the

programme administrator and the %our lecturers was 1..L#

Demographic #haracteristics of the Participants

+he demographic characteristics o"tained %rom the participants through the use o%

<uestionnaires were age, gender, educational <uali%ication and wor7 eperience# =irst to

"e discussed is age#

&ge) O% the 5- participants, approimately 18L %ell "etween ages 1E and 1 years

o% age# $ vast ma&ority o% the participants were "etween ages to 6 years# +his include

55L o% the %irst year students, 6.L o% the second years, 66L o% the third years and EL

o% the graduates# $pproimately 3L o% the participants were a"ove E years o% age# +his

%inding suggests that most o% the participants old enough to ta7e ma7e in%ormed decisions

concerning their career choices> and recogni?e that they must wor7 hard to accomplish

their career goals#

*ender) +he vast ma&ority o% the participants are %emales# O% all the participants,

8)L o% the %irst year, 8.L o% the second year, 58L o% third year students and EEL o% the

graduates are %emales while the corresponding num"ers %or the males are '11L*, '.L*,

'3L* and '-L*P respectively# +his %inding suggests that radiography as a discipline is

dominated "y women in this population#

5



'ducational Qualification) +he minimum <uali%ication re<uired %or admission

into the radiography programme is si passes in the CCGC4 eaminations# $ll

students who are see7ing admission in the radiography programme are epected to pass

4nglish, ;athematics, two science su"&ects and two additional su"&ects# +he level o%

education o"tained "y the participants in the study was Cari""ean 4amination Council

andor General Certi%icate 4amination at the Ordinary evel 'CCGC4 OAlevel*# +he

num"er o% su"&ects passed varied %rom si to nine su"&ects# +he participants were

success%ul in a wide range o% su"&ects in the arts and sciences# $pproimately 11L o% the

participants indicated that they passed si su"&ects, while 35L, -5L and )L indicated

that they passed seven, eight and nine su"&ects respectively#

3or- '4perience) +he participants were as7ed i% they had wor7 eperience "e%ore

entering the (chool o% ;edical Radiation +echnology# +he results o"tained showed that

the ma&ority o% participants have wor7 eperience# +he pro%ile is %irst year EEL, second

year 5.L, third year 8.L and graduates 66L# +he type o% &o" eperience included

medical 16L, secretarial 16L, accounting 1L and customer service 1.L and teaching

6L# +hese %igures suggest that most o% the students who enter the radiography

programme are not new to the wor7%orce and have "een eposed to some o% the "asic

aspects o% wor7 li%e that will assist them in radiography# +hose students who have wor7ed

in the medical and customer service programmes, have eperienced wor7ing with and

helping people> which are important in the all health pro%essions including radiography.

5-



!indings and Results

+he results are organi?ed into %ive headings# '1* +he nature o% radiography

programmes# '* $dmission criteria %or radiography programmes# '-* ;otivation and

studentsA learning# '3* Implementation o% radiography programmes# '5* =actors

responsi"le %or studentsA success#


Research Question One5 What is the nature o% the radiography programme at (;R+

+o answer this <uestion data was collected using studentsA <uestionnaires '(ection

2, items 3!), 55!56* and graduatesA <uestionnaire '(ection 2, items 3!), 56!5E*# +he data

collected was calculated using simple percentages %or the closed!ended items, at item

level# +he open! ended items were analy?ed "ased on themes derived %rom the

participantsA responses#

#ourses offered at S%RT) +he %indings %or item 3 %rom the studentsA and

graduatesA <uestionnaire are presented in +a"le 1#

+a"le 1

Students+ and *raduates+ Perceptions of the #ourses Offered at S%RT

Jear 1 Jear Jear - Graduates +otal

Interesting 6 '6E#E* 3 '3.#.* . '-1#8* E '-1#8* 1E '-#1*Irrelevant . '.#.* . '.#.* . '.#.* 1 '3#5* 1 '1#)*

:i%%icult . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

+oo manyCourses

- '--#-* 5 '5.#.* 1 '1..* 8 '-6#3* 8 '5#)*

9oteB the num"ers in parentheses are percentages#

53



$s shown in +a"le 1, approimately 5-L o% the participants were o% the view

that the courses delivered at (;R+ were too many, while approimately -L indicated

that the courses were interesting# ess than L %ound the courses irrelevant# 9one o% the

participants indicated that the courses were di%%icult#

(ome other responses made "y the graduates wereB the courses were

comprehensive and relevant, some courses were not applica"le to the &o" and there were

too many overlapping o% courses# Only one student %ailed to respond to this item#

&de(uacy of #loc- .ours &llocated to #ourses) +he %indings %or item 5 %rom the

studentsA and graduatesA <uestionnaire are presented in +a"le 1-# +he participants were

as7ed to give their perceptions on the ade<uacy o% the cloc7 hours %or the su"&ects in the

radiography programme at the (chool o% ;edical Radiation +echnology#

+a"le 1-

Students+ and *raduates+ Perceptions of #loc- .ours &llotted to #ourses


Jes 5 '55#5* 6 '6.#.* 11 ')1#6* 16 'E#E* -8 'E1#E* 9o 3 '33#5* 3 '3.#.* 1 '8#3* 6 'E#-* 15 '8#-*


$s shown in +a"le 1-, approimately EL o% the participants indicated that the

num"er o% cloc7 hours allotted %or the courses were ade<uate, while approimately 8L

indicated that some courses needed more cloc7 hours# O% the 15 participants who thought

that some su"&ects need more time, three identi%ied ;icro"iology and 0athology while

55



%our mentioned +echni<ue and Image $nalysis# +he remaining eight participants did not

indicate which su"&ects they thought needed more time#

&de(uacy of #ourses) +he %indings %or item E %rom the studentsA <uestionnaire

and graduatesA <uestionnaire are presented in +a"le 13# In these items the participants

were as7ed to epress their opinions on whether the courses o%%ered at the (chool o%

;edical Radiation +echnology su%%iciently prepared them %or the clinical setting#

+a"le 13

Students+ and *raduates+ Perceptions of Preparation for the Profession


Jes ) '1..* 8 '8.#.* 11 ')1#6* 13 '6-#6* 3 'E)#*

9o . '.#.* '.#.* 1 '8#3* 8 '-6#3* 11 '.#8*


$s shown in +a"le 13, the ma&ority 'E)L* o% the participants agreed that the

courses prepared them %or the clinics while 1L disagreed# O% the 11 participants who

disagreed, two indicated that more +echni<ue and =ilm Fiewing classes would "etter

prepare them %or the clinical setting#

#lass Si6e) +he %indings %or item ) %rom the studentsA <uestionnaire and graduatesA

<uestionnaire are presented in +a"le 15# In these items students and graduates were as7ed

whether the num"er o% students in the class a%%ect their a"ility to learn#

56



+a"le 15

Students+ and *raduates+ Perceptions of #lass Si6e and their &bility to Learn


Jes . '.#.* . '.#.* '16#E* 1 '3#5* - '5#5*

9o ) '1..* 1. '1..* 1. '8-#-* . ')1#.* 3) ')#5*


$s presented in +a"le 15, as many as )-L o% the participants indicated that the

si?e o% the class did not a%%ect their a"ility to learn# $pproimately 6L noted that class

si?e in%luenced their a"ility to learn, however, these participants did not give the reasons

%or their responses#

+he %inal set o% items that provided answers to research <uestion one were items

num"ers 55!56 '(tudentsA Huestionnaire* and items 56!5E 'GraduatesA Huestionnaire*#

+hese items provided in%ormation on what the participants li7ed "est a"out the

programme and what they considered to "e their greatest pro"lem at the (chool o%

;edical Radiation +echnology# +hese responses were grouped into two themes and

discussed# +he responses to what are "est li7ed "y participants in the radiography

programme are discussed "elow#

3hat Participants li-ed about the radiography programme) +hree main themes

were identi%ied %rom the responses provided to this item# +hese themes were positive

interpersonal relationships, good clinical eperience and valua"le learning eperience#

+he responses were interesting and indicate that some students en&oyed their training

eperiences# +he perceptions o% the students and graduates were also similar# With regard

5E



to interpersonal relationships -#8L o% the respondents indicated that some mem"ers o%

sta%% were %riendly and easy to tal7 to> while 1E#EL noted that they li7e to meet people

and helping them# $t the clinics, 18#8L the respondents indicated that they en&oyed

practising radiography# (ome participants '3L* en&oyed traveling to and %rom the various

clinic sites# (ome respondents '-E#EL* noted that they li7ed the eposure to the di%%erent

imaging modalities and the new 7nowledge ac<uired in the radiography programme#

The greatest problem identified by Participants in the S%RT) +he main pro"lems

%aced "y students and graduates surveyed were related to the curriculum, the schoolAs

administration and %inancial constraints# $pproimately 1L o% the graduates surveyed

noted that their main pro"lem was completing the programme# (ome respondents ')#3L*

indicated that they needed more study leave# (ome participants '18#EL* indicated that

there was lac7 o% organi?ation in the schoolAs administration# $pproimately 1EL o% the

participants in the study indicated that there was not much democracy> however these

participants did not indicate the reasons %or this claim# Other respondents ')#3L* noted

that they had %inancial pro"lems#

&dmission #riteria for Radiography Programmes

Research Question Two5 ow ade<uate are the admission criteria %or selecting students

%or the radiography programme at (;R+

+o answer this <uestion data was collected using the studentsA <uestionnaire

'(ection $*, items 1. to 1- and graduatesA <uestionnaire '(ection $*, items ) to 1 and

58



interviews done with the admissions o%%icer and %our teachers at the school to ascertain

the schoolAs re<uirements %or admission#

$ll the students and graduate '1..L* indicated that they had passed 4nglish and

;athematics at the CCGC4 OA level# ;ore than 5.L o% the participants passed at least

two science su"&ects# +he science su"&ects most %re<uently passed were, 2iology '5EL*,

Chemistry '51L* and 0hysics '35L*# +hese results could not "e veri%ied with the schoolAs

administration due to the %act that approval was not granted to review the studentsA

records#

Sub7ects Passed by Students and *raduates) +he %indings %or item 1- %rom the

studentsA <uestionnaire and item 1 %rom the graduatesA <uestionnaire are presented in

+a"le 16# 0articipants were as7ed whether CCGC4 su"&ects were passed at %irst sitting#

+a"le 16

Percentage of Students and *raduates Passing #8#9*#' Sub7ects at !irst Sitting


Jes 6 '66#E* 6 '6.#.* 5 '31#E* 11 '5.* 8 '5#8*

9o - '--#-* 3 '3.#.* E '58#-* 11 '5.* 5 '3E#*


$s shown in +a"le 16, approimately 5-L o% the participants indicated that they

passed the CCGC4 su"&ects at the %irst sitting# O% the 5 participants who indicated

that they did not pass all the su"&ects at the %irst sitting, 1 passed at least %our su"&ects

the %irst time they sat the CCGC4 eaminations# O% the 5- participants, 1. indicated

5)



that they passed all su"&ects while enrolled in the radiography programme# 4ach o% these

1. participants passed at least si CCGC4 su"&ects at the %irst sitting#


Research Question Three5 ow are the students motivated to learn in the Radiography

0rogramme

+o answer this <uestion data was collected using the studentsA <uestionnaire and

graduatesA <uestionnaire '(ection 2* items 5!6# +hese items provided in%ormation on

the motivational techni<ues that assist participants to learn and the motivational

techni<ues that are used in the classroom# ;ore than E.L o% the participants did not

respond to these items# +he %ew participants who responded indicated that motivational

techni<ues did not assist with their learning# +he teachers who were mentioned as using

motivational techni<ues were those who taught 0atient Care, and $natomy# +he students

also indicated that these teachers used positive %eed"ac7 in the classroom to enhance

learning#


Research Question !our5 ow ade<uate is the implementation o% the radiography

programmes at (;R+

6.



+o answer this <uestion data was collected using the studentsA <uestionnaire and

graduatesA <uestionnaire '(ection 2* items 1E!3 and E!--# +he data was analy?ed at

item level using simple percentages#

Number of Sub7ects Taught by Teachers) +he %indings %or item 1E %rom the

studentsA and graduatesA <uestionnaires are presented in +a"le 1E# In these items

participants were as7ed whether some teachers taught more than one su"&ect#

+a"le 1E

Students+ and *raduates+ Responses to Number of Sub7ects Taught by Teachers


Jes E 'EE#8* 1. '8.* 11 ')1#E* . ')1#.* 36 '86#8*

9o . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

$s shown in +a"le 1E, the vast ma&ority o% the participants '86#8L* indicated that

some teachers taught more than one su"&ect# Only three participants did not respond to

this item#

Teachers+ 3or-load) +he %indings %or item 1) %rom the studentsA <uestionnaire and

item 1) %rom the graduatesA <uestionnaire are presented in +a"le 18# 0articipants were

as7ed whether teachers were overwor7ed# +eachers were interviewed and their responses

are discussed#

+a"le 18

Students+ and *raduates+ Responses to Teachers 3or-load


Jes - '3#)* 5 '5.#.* E '58#-* 15 '68#* -. '56#6*

9o 3 '33#3* '.#.* 5 '36#E* 5 '#8* 16 '-.#*


61



$s shown in +a"le 18, approimately 5EL o% the participants indicated that the

teachers were overwor7ed, while approimately -.L indicated that the teachers were not

given too much wor7# $pproimately 1.L o% the participants did not respond to this

item# $ll the teachers interviewed indicated that they were satis%ied with the type and

num"er o% su"&ects that they were assigned# +hree teachers stated they taught three

su"&ects and one teacher stated that he taught two su"&ects#

Teaching Strategies) +he %indings %or item 1 %rom the studentsA <uestionnaire and

item 1 %rom the graduatesA <uestionnaire are presented in +a"le 1)# 0articipants were

as7ed to indicate the teaching strategies used in the radiography programme#

+a"le 1)

Students+ and *raduates+ Responses to Teaching Strategies


ead lectures 5 55#5 - '-.#.* E '58#-* ) '31#.* 3 '35#-*

+utorials 5 '55#5* 3 '3.#.* 11 ')1#6* 1. '35#3* -. '56#6*(eminars 3 '33#3* - '-.#.* '16#6* 3 '18#* 1- '3#5*(el%!directed study

pac7s

1 '11#1* . '.#.* 5 '31#E* 8 '-6#3* 13 '6#3*

0ro"lem!"asedlearning scenarios

5 '55#5* . '.#.* 5 '31#E* 8 '-6#3* 18 '-3#1*

:emonstrations 5 '55#5* 3 '3.#.* 1. '8-#-* 1- '5)#.* - '6.#3*


$s shown in +a"le 1), approimately 6.L o% the participants indicated that

demonstrations were used while approimately 5EL identi%ied tutorials# $pproimately

-3L o% the participants indicated that pro"lem "ased learning scenarios were used#

6



&ssessment %ethods) +he %indings %or item E %rom the studentsA <uestionnaire

and item E %rom the graduatesA <uestionnaire are presented in +a"le .# In these items

participants were as7ed to indicate the assessment methods used in the radiography

programme#

+a"le .

Students+ and *raduates+ Responses on &ssessment %ethods


Written 4amination ) '1..* 1. '1..* 1 '1..* '1..* 5- '1..*0ractical 4amination ) '1..* ) ').* 1 '1..* '1..* 5 ')8#1*

(eminars '#* 1 '1.* 6 '5.#.* 13 '6-#6* - '3-#3*

Clinical 0ort%olio 6 '66#6* 5 '5.* 5 '31#E* 16 'E#E* - '6.#3*Image $ssessment 3 '33#3* 3 '3.* E '58#-* 16 'E#E* -1 '-E#-*

a"oratory Report ) '1..* . '.#.* - '5#.* 1 '3#5* 1- '3#5*

Course Wor7 ) '1..* ) ').* 1. '8#-* 18 '81#8* 36 '86#8*Case (tudy 1 '11#1* '.* - '5#.* ) '81#8* 15 '8#-*

:issertation Report . '.#.* 1 '1.* . '.#.* - '1-#6* 3 'E#5*


$s shown in +a"le ., all the participants indicated that written eaminations

were used to assess students in the school# +he vast ma&ority o% participants ')8#.L* also

indicated that practical eamination was also another means o% assessment# ess than

5.L o% the participants indicated that course wor7 was used to assess students#

&de(uacy of Time for '4aminations) +he %indings %or item - %rom the studentsA

<uestionnaire and item - %rom the graduatesA <uestionnaire are presented in +a"le 1#

0articipants were as7ed whether they were given enough time to complete written

eaminations#

+a"le 1

6-



Students+ and *raduates+ Responses to &de(uacy of Time *iven for '4aminations

Jear 1 Jear Jear - Graduates +otalJes '#* - '-.#.* '16#E* ) '3.#)* 16 '-.#1*

9o 6 '66#6* 3 '3.#.* 8 '66#E* 1 '53#5* -. '56#6*


$s shown in +a"le 1, approimately 5EL o% the participants indicated that the

time allotted %or eaminations was not enough# +he su"&ects that the students indicated

that they did not complete on time were +echni<ue, 0sychology and Radiation 2iology#

$pproimately 1L o% the participants did not respond to this item#

!actors ,nfluencing Student Success

Research Question !ive5 What %actors in%luence student success in the radiography

programme at the (chool o% ;edical Radiation +echnology '(;R+*, WID

+o answer this <uestion data was collected using studentsA <uestionnaires '(ection

$B Items 6!), 13!1E, (ection 2B Items 1!-, 11!16 and -3!53* and graduatesA <uestionnaire

'(ection $B Items 5!8, 1-!16, (ection 2B Items 1!-, 11!16 and -3!55*# +he data was

calculated using simple percentages %or the closed!ended items at item level# +he open!

ended responses were grouped into themes and discussed# :ata collected %rom items 6!)

and 13!1E %rom the studentsA <uestionnaire and items 5!8 and 1-!16 %rom the graduatesA

<uestionnaire were reported "ased on themes derived %rom the participantsA responses#

+he responses are discussed "ased on the communities the participants came %rom, the

63



high schools they attended, their parents academic achievement, and scholarships

awarded to participants#

#ommunity and Parish) $pproimately 5)L o% the participants surveyed were

%rom rural communities while 31L were %rom ur"an communities# +he vast ma&ority o%

the participants ')5L* attended traditional high schools, while -L attended non!

traditional high schools# (tudents who attend traditional high schools are usually a"ove

average students who have the a"ility to per%orm well academically# aving success%ully

completed their high school education, these students should "e a"le to success%ully

complete the radiography programme#

Parents+ &cademic &chievement) O% the 5- participants who responded, less than

5L o% "oth their parents had university education# +he highest academic award granted to

the parents who had university education was 2achelorAs degree#

!unding) 9ine '1E#.L* o% the 5- participants were granted scholarships "y the

Government o% amaica, while eight '15#1L* o"tained scholarships %rom the niversity

ospital o% the West Indies# (tudents who o"tain scholarships %rom these %unding

agencies pay studentsA school %ees, and assist with other epenses such as "uying "oo7s#

$pproimately -.L o% the participants indicated that their school epenses were paid "y

one or "oth parents# ess than 3L o% the participants indicated that they paid their own

school %ees# Other students indicated that they o"tained loans %rom the (tudentAs oan

2ureau, which they will repay a%ter they have completed the radiography programme#

Number of Sub7ects !ailed) +he %indings %or item 11 %rom the studentsA

<uestionnaire and item 11 %rom the graduatesA <uestionnaire are presented in +a"les

65



and -# 0articipants were as7ed whether they %ailed any su"&ects in the radiography

programme> and also to indicate which su"&ects they %ailed#

+a"le

Number of sub7ects !ailed by Students and *raduates


Jes E 'EE#8* 6 '6.#.* 11 ')1#E* 1) '86#3* 3- '81#1* 9o '#* 3 '3.#.* 1 '8#-* - '1-#6* 1. '18#)*


$s shown in +a"le , as many as 81L o% the participants indicated that they had

%ailed at least one su"&ect while registered in the radiography programme# $pproimately

1)L o% the participants indicated that they had passed all the su"&ects#

+he students and graduates were as7ed to indicate the su"&ects that they %ailed

while they were registered in the radiography programme# +he results are shown in +a"le

-#

66



$s presented in +a"le -, o% the 3- students who had %ailed at least one su"&ect

while registered in the radiography programme, approimately 3L %ailed +echni<ue#

+a"le -

%a7or Sub7ects !ailed in the Radiography Programme


$natomy . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*0hysics 1 '11#1* '.#.* . '.#.* . '.#.* - '5#8*

0atient Care . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

+echni<ue . ' .#.* . '.#.* 6 '5.#.* 1 '53#5* 18 '-3#.*

4<uipment . '.#.* . '.#.* . '. #.* ')#.* '-#8*Imaging . '.#.* . '.#.* . '.#.* 3 '18#* 3 'E#5*


=urthermore, approimately 55L o% the graduates indicated that they %ailed

+echni<ue# +echni<ue is a ma&or su"&ect in the radiography programme> and is "ased on

principles that radiographers and students need to 7now to per%orm !ray eaminations on

patients# +he other su"&ects that participants indicated that they %ailed while registered in

the radiography programme were ;icro"iology, 0athology, 0sychology, ;edical

+erminology, 4nglish, Radiation 0rotection, ;athematics and (tatistics#

Lecturers+ &ttitude) +he %indings %or item 1- %rom the studentsA <uestionnaire and

item 1- %rom the graduatesA <uestionnaire are presented in +a"le 3# 0articipants were

as7ed whether they thought that their teachers were approacha"le#

+a"le 3

6E



Students+ and *raduates+ Responses to 3hether Lecturers were &pproachable

Jear 1 Jear Jear - Graduates +otalJes 8 '88#)* 6 '6.#.* E '58#-* 15 '68#* -6 '68#1*

9o 1 '11#1* 3 '3.#.* 3 '--#-* E '-1#8* 16 '-.#1*


$s shown in +a"le 3, approimately 68L o% the participants indicated that the

lecturers were approacha"le, while -.L indicated that they were not# +he students and

graduates indicated that the lecturers who taught ;athematics, (tatistics, 0sychology and

+echni<ue were approacha"le# +he participants however, did not state the reasons %or

their responses#

Preferred Lecturers) +he %indings %or item 15 %rom the studentsA <uestionnaire and

item 15 %rom the graduatesA <uestionnaire are presented in +a"le 5# 0articipants were

as7ed whether they pre%er part!time or %ull!time lecturers#

+a"le 5

Students+ and *raduates+ Responses to Preferred Lecturers


0art!time 1 '11#1* 1 '1.* '16#E* 8 '-6#3* 1 '#6*

=ull!time E 'EE#8* E 'E.* 8 '66#E* 1. '35#5* - '6.#3*


$s shown a"ove, 6.#3L o% the participants indicated that they pre%er %ull!time

lecturers "ecause they were always availa"le to give advice#

68



.ours Spent Studying) +he %indings %or item -3 %rom the studentsA <uestionnaire

and item -3 %rom the graduatesA <uestionnaire are presented in +a"le 6# 0articipants

were as7ed how many hours per wee7 they spent studying#

+a"le 6

.ours per 3ee- Spent Studying


ess than 5 hours ) '1..* E 'E.* 1. '8-#3* 18 '8#.* 33 '8-#1*

5 to1. hours . '.#.* '.* 1 '8#-* 1 '3#5* 3 'E#5*

11 to15 hours . '.#.* . '.#.* . '.#.* 1 '3#5* 1 '1#)*16 to . hours . '.#.* 1 '1.#.* 1 '8#-* ')#.* 3 'E#5*

;ore than hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*


$s shown in +a"le 6, 8-#1L o% the participants spent less than %ive hours

studying# 9one o% the participants studied %or more than . hours per wee7#

se of School Library) +he %indings %or item -5 %rom the studentsA <uestionnaire

and item -5 %rom the graduatesA <uestionnaire are presented in +a"le E# 0articipants

were as7ed how %re<uently they used the school li"rary#

6)



+a"le E

Number of .ours Spent in School Library


ess than 5 hours ) '1..* 8 '8.* 11 ')1#E* 1 ')5#5* 3) )#5

5 to1. hours . '.#.* 1 '1.* 1 '8#-* 1 ' 3#5* - '5#E*11 to15 hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

16 to . hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

Q . hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*


$s shown in +a"le E, as many as 3) ')#5L* o% the participants indicated that

they used the li"rary %or less than %ive hours per wee7# ess than 6L o% the participants

noted that they spent 5 to 1. hours in the li"rary per wee7# 9one o% the participants

indicated that they spent more than 1. hours in the li"rary each wee7# (ome students

stated that they used the ;edical i"rary at the niversity o% the West Indies, ;ona

%re<uently when it is close to ma&or eaminations#

se of #omputer Room) +he %indings %or item -6 %rom the studentsA <uestionnaire

and item -6 %rom the graduatesA <uestionnaire are presented in +a"le 8# 0articipants

were as7ed how %re<uently they used the schoolAs computer room to assist with their

studies#

E.



+a"le 8

Number of .ours Spent in #omputer Room


ess than 5 hours 5 '55#6* 6 '6.#.* ) 'E5#.* 1 ')5#5* 31 'EE#3*

5 to1. hours 3 '33#3* 3 '3.#.* - '5#.* 1 '3#5* 1 '#6*11 to15 hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

16 to . hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*

Q than . hours . '.#.* . '.#.* . '.#.* . '.#.* . '.#.*


$s shown in +a"le 8, approimately EEL o% the participants used the computer

room to assist with their studies less than 5 hour per wee7# $pproimately -L o% the

participants indicated that they used the schoolAs computer room 5 to 1. hours per wee7#

9one o% the participants used the schools computer room more than 1. hours per wee7#

(ome students indicated that they have computers at home, which they used regularly to

assist with their studies#

Resources for the Radiography Programme

&de(uacy of #lassroom !acilities) +he %indings %or item -E %rom the studentsA

<uestionnaire and item -E %rom the graduatesA <uestionnaire are presented in +a"le )#

0articipants were as7ed to give their perceptions on the ade<uacy o% the classroom

%acilities#

+a"le )

E1



Students+ and *raduates+ Perceptions of &de(uacy of #lassroom !acilities


4cellent . '.#.* 1 '1.#.* . '.#.* . '.#.* 1 '1#)*

Good 5 '55#5* 1 '1.#.* . '.#.* 11 '5.#.* 1E '-#1*

=air 3 '33#3* 8 '8.#.* 6 '5.#.* E '-#.* 5 '3E#*0oor . '.#.* . '.#.* 6 '5.#.* 3 '18#.* 1. '18#)*


$s shown in +a"le ), -#1L o% the participants indicated that the classroom

%acilities were good and only 1. '18#)L* indicated that the classroom %acilities were poor#

#lassrooms) +he %indings %or item 31 %rom the studentsA <uestionnaire and item 31

%rom the graduatesA <uestionnaire are presented in +a"le -.# 0articipants were as7ed

whether their classrooms were com%orta"le#

+a"le -.

Students+ and *raduates+ Responses to 3hether #lassrooms were #omfortable


Jes 6 '66#E* ) ').#.* . '.#.* 1. '35#5* 5 '3E#*

9o - '--#-* 1 '1.#.* 1 1.. 1 '53#5* 8 '5#8*


$s shown in +a"le -., more than 5.L o% the respondents indicated that their

classroom was uncom%orta"le# $ll the third year students '1* were unhappy in their

classroom# +he reasons given %or the discom%ort in the classroom are poor ventilation, the

classroom is too small and too much noise

E



&de(uacy of School Library) +he %indings %or item -8 %rom the studentsA

<uestionnaire and item -8 %rom the graduatesA <uestionnaire are presented in +a"le -1#

0articipants were as7ed their perceptions on the ade<uacy o% the li"rary#

+a"le -1

Students+ and *raduates+ Perceptions of &de(uacy of the School Library


4cellent . '.#.* 1 '1.#.* . '.#.* 1 '3#5* '-#8*

Good 6 '66#E* 1 '1.#.* '16#E* 1 '3#5* 1. '18#)*

=air - '--#-* 8 '8.#.* 1. '8-#-* 1 '53#5* -- '6#*0oor . '.#.* . '.#.* . '.#.* 8 '-6#5* 8 '15#1*


$s shown in +a"le -1, approimately 6L o% the participants indicated that the

schoolAs li"rary was %air# Only 15L o% the participants indicated that the li"rary %acilities

were poor#

&de(uacy of #omputer Room) +he %indings %or item -) %rom the studentsA

<uestionnaire and item -) %rom the graduatesA <uestionnaire are presented in +a"le -1#

0articipants were as7ed their perceptions on the ade<uacy o% the schoolAs computer room#

E-



+a"le -

Students+ and *raduates+ Perceptions of the #omputer Room


4cellent . '.#.* . '.#.* 1 '8#-* . '.#.* 1 '1#8*

Good E 'EE#8* '.#.* ) 'E5#.* 1 '53#5* -. '56#6*=air '#* E 'E.#.* '16#E* 6 'E#-* 1E '-#*

0oor . '.#.* 1 '1.#.* . '.#.* 3 '18#* 5 ')#3*


$s shown in +a"le -, 56#6L o% the students and graduates indicated that the

computer room was good# Only 5 )#3L o% these participants indicated that the computer

room was poor#

School '(uipment) +he %indings %or item 3. %rom the studentsA <uestionnaire and

item 3. %rom the graduatesA <uestionnaire are presented in +a"le -# 0articipants were

as7ed their perceptions on the currency o% the schoolAs e<uipment#

+a"le --

Students+ and *raduates+ Perceptions of School '(uipment


4cellent . '.#.* . '.#.* . '.#.* ')#1* '-#8*

Good 8 88#) - -.#. 6 5.#. 1. '35#5* E '51#.*

=air . '.#.* E E.#. - 5#. ) '31#.* 1) '-5#8*0oor . '.#.* . '.#.* 16#E . '.#.* - '-#8*


$s shown in +a"le --, 51L o% the students and graduates agreed that the schoolAs

e<uipment is good# Only three o% these participants indicated that the e<uipment was

poor#

E3



Summary of !indings

+he %indings suggest that the radiography programme at the (chool o% ;edical

Radiation +echnology is ade<uate# (ome students have di%%iculty completing the

programme due to time and %inancial constraints# =urther, %indings indicate that there are

students who en&oy going to the clinics, li7e interacting with people and are desirous o%

o"taining careers in radiography#

+he admission criteria %or selecting students %or the radiography programme are

not ade<uate# Candidates can prepare %or an interview sessions and do very well without

"eing committed to the pro%ession o% radiography# (tudents should "e accepted only i%

they pass all si CCGC4 OA evel su"&ects at one sitting since students are epected to

pass more than si su"&ects at one sitting during each year o% the radiography programme#

=unding %or students to study in the radiography programme is availa"le through

scholarships# (tudents who do not o"tain scholarships %ind other means o% paying %or

their schools epenses %or eample such as student loans# +he teaching and assessment

methods are ade<uate and are consistent with those used internationally# +he students do

not study regularly, and do no use the schoolAs resources %re<uently to assist with their

studies# $lso, the students do not have ade<uate time management and study s7ills to

assist with them to succeed in the radiography programme#

E5



Chapter =ive

:iscussion o% Results

Overview

+his chapter "egins with the discussion o% %indings, conclusions o% the study,

%ollowed "y implications, recommendations and suggestions %or %urther research#

Discussion of !indings

+he %indings are discussed under %ive themes derived %rom the research

<uestions# +hese themes areB '1* +he nature o% radiography programmes# '* $dmission

criteria %or radiography programmes# '-* ;otivation and studentsA learning# '3*

Implementation o% radiography programmes# '5* =actors in%luencing student success#


+he %indings suggest that the radiography programme at the (chool o% ;edical

Radiation +echnology is ade<uate# $pproimately 5-L o% the participants were o% the

view that the courses delivered at (chool o% ;edical Radiation +echnology were too

many# +here are 15 courses in the %irst year and 11 courses in the second year# In the

second year o% the programme, si out o% the eleven courses were related to the sciences#

+hese su"&ects were Radiation 2iology, $natomy and 0hysiology, 0hysics and

4<uipment, ;icro"iology, 0harmacology and 9ursing 0rocedures# +his %inding is

consistent with o"servation "y (par7s '...* who reported that students in radiography

programmes are epected to grasp all the scienti%ic 7nowledge possi"le# +he radiography

E6



programme at (;R+ however, di%%ers %rom the programme in the nited (tates '(*

descri"ed "y Racette '..*# +he programme in the ( is per%ormance oriented since

"ased on the curriculum, the students spend very little time in the classroom and a

considera"le amount o% time in the clinical setting#

;ost o% the students at (;R+ were not accustomed to doing as many as 15

su"&ects at the high school level# +hey would there%ore have pro"lems ad&usting to the

situation o% doing several courses per term in the radiography programme# 9one o% the

participants however, indicated that the courses were di%%icult# I% the courses are not

di%%icult, students should "e a"le to pass all their eaminations#

$pproimately 1L o% the graduates surveyed noted that their main pro"lem was

completing the programme# +his could mean that these students spent more than three

years in the radiography programme, due to their ina"ility to pass all su"&ects in the

programme at the %irst sitting#

$pproimately 8L o% the participants indicated that there were no pro"lems at the

radiography school, which suggests that these participants are satis%ied with most aspects

o% the radiography programme# +his means that these students have integrated well as

student radiographers and are eager to complete the radiography programme# Once

students have integrated into the social and academic spheres o% their education

programme, it is li7ely that they will succeed in the programme# I% students have good

relationships with %aculty mem"ers and other pro%essionals in radiography, they will %ind

numerous ways %or these persons to assist them with their school assignments so that they

will succeed in the programme# (tudents who per%orm well academically will "e

EE



motivated to continue to o"tain good grades and progress to graduation in a timely

manner#

&dmission #riteria for Radiography Programmes

$ll the participants indicated that they had passed 4nglish and ;athematics at the

CCGC4 OA evel# ;ore than 5.L o% the participants passed at least two science

su"&ects# +hese %indings suggest that most o% the students enter the radiography

programme with "asic 7nowledge o% the sciences which should help them to understand

the material delivered in the programme> since a large portion o% the curriculum is "ased

on the sciences# /nowledge o% the underlying principles o% 0hysics and 2iology are

particularly important %or students who enroll in radiography programmes since a large

portion o% the curriculum is "ased on these su"&ects#

Interviews with the admissions o%%icer and %our %ull!time teachers in the

radiography programme revealed that in addition to passing si CCGC4 su"&ects,

students are interviewed "e%ore they are admitted into the radiography programme# 4ach

interview session %or the selection o% applicants into the radiography programme is

conducted "y at least %our persons 'the admission o%%icer, two teachers in the programme

and a pro%essional in the %ield o% radiography*# Candidates are as7ed <uestions a"out their

socioeconomic status, their health and their reasons %or wanting to pursue radiography#

$ccording to the admission o%%icer students are selected "ased on their CCGC4 passes

and their per%ormance at the interview#

E8



$pproimately 3EL o% the participants did not pass si CCGC4 su"&ects at the

%irst sitting# +hese students will undou"tedly have di%%iculty passing 15 su"&ects in the

%irst year o% the programme, 11su"&ects in the second year, and seven su"&ects in the 0art

one '1* <uali%ying eaminations as outlined in the (tudents Clinical and"oo7 '..3*#

+his %inding is consistent with studies "y 0olans7y et al#, '1))-* and i""y et al#, '..5*

which showed that studentsA pre!entry attri"utes such as academic achievement

in%luenced student success#

(tudents in the radiography programme who were only a"le to pass %our

CCGC4 su"&ects or less at the %irst sitting will eperience pro"lems passing all the

courses, since there are so many su"&ects 'most o% them new to them*# +he ina"ility o%

students to pass all su"&ects in the radiography programme, will there%ore lead to longer

completion times and attrition, since students must pass all su"&ects to success%ully

complete the programme and wor7 as entry!level radiographers#

It is di%%icult however, %or the schools administration to recruit and select students

who have passed all CCGC4 su"&ects at one sitting as some o% these students may

choose to register in programmes which are popular and more lucrative than radiography,

such as accounting, law and medicine# +he administrators o% the programme may

there%ore consider recruiting and selecting students "y going directly into the high

schools to introduce students to the pro%ession# $pplicants should also "e re<uired to have

prior wor7 eperience at the niversity ospital o% the West Indies, as is practiced at the

(t# ohnAs ospital radiography school in the nited (tates, where candidates must have

clinical eperience in the radiology department, "e%ore they are admitted into the

E)



radiography programme# +his will allow the $dmission Committee to target students

who are interested in the pro%ession# +hese students when selected and enrolled in the

radiography programme, will there%ore "e motivated to success%ully complete the

programme and "ecome <uali%ied in their chosen pro%ession#


+he participants in the study indicated that motivational techni<ues were not used

%re<uently "y teachers in the radiography programme# +his %inding suggest that teachers

do not employ enough motivational strategies to put the studentsA mind at ease, so that

they are more li7ely to learn# $s suggested "y (lavin '...*, it is the educatorsA &o" to

prompt and sustain studentsA motivation to learn and engage in activities that lead to

learning# +eachers should use motivational techni<ues to help create a positive learning

environment# +his recommendation was made "y Falen"urg and olden '..3* who

proposed that motivated teachers and students, result in positive happy pro%essionals,

who will improve the health o% citi?ens#

+he teachers in the radiography programme at (;R+ who were mentioned as

using motivational techni<ues were those who taught 0atient Care, and $natomy# +he

students indicated that these teachers used positive %eed"ac7 in the classroom to enhance

learning# (ome students are high!achievers who set goals %or themselves and are

committed to the goal o% graduating %rom the school# +hese students will there%ore "e

retained in the programme and complete the programme in a timely manner# owever,

some students are low!achievers and the educators should "e a"le to identi%y these

8.



students and employ suita"le strategies to motivate them to learn# 9evertheless, as

epressed "y +anen"aun @ 4den%ield '...*, it is di%%icult to motivate students who are

not committed to the radiography pro%ession and there%ore, do not have the desire to

succeed#


+he ma&ority o% the participants '86#8L* indicated that some teachers taught more

than one su"&ect# +his %inding suggests that teachers have the a"ility to multitas7, which

is an important asset %or all pro%essionals in success%ul organi?ations, including

radiography schools#

+he %inding that the teachers are not over!wor7ed suggests that the teachers are

given enough time to ade<uately prepare and deliver instructional material# :uring

interviews with the %ull!time teachers, none o% them indicated that they were overwor7ed#

+hey thought that they were given enough time to prepare %or the su"&ects that they

taught# +his means that i% the teachers lac7 o% preparedness led to low completion rates> it

would not "e due to insu%%icient time to prepare lectures, "ut lac7 o% resources to assist

with the delivery o% courses such as "oo7s# +his was a pro"lem o% lac7 o% resources was

cited "y a senior mem"er o% the schoolAs administration#

:emonstrations and tutorials are necessary in the radiography programme to

impart 7nowledge to students# +he use o% pro"lem!"ased scenario is use%ul to help

81



develop the studentsA critical!thin7ing s7ills, which will "e particularly use%ul when

dealing with patients in the clinical setting#

(everal methods are used to assess students, however, written and practical

eaminations are the most popular methods used# +he assessment methods used in the

(chool o% ;edical Radiation +echnology are similar to those used in other programmes

as indicated "y Racette '..*# It means there%ore, that the assessment methods used in

the school are consistent with international standards#

$pproimately 5EL o% the participants indicated that the time allotted %or

eaminations was not enough# +he su"&ects that the students indicated that they did not

complete on time were +echni<ue, 0sychology and Radiation 2iology# +he reason %or this

could "e that these su"&ects are more di%%icult than others and students need to allot more

time in their study schedules to prepare %or these eaminations# In addition, students

indicated that they spend very little time studying# +his means that they are not

ade<uately prepared %or written eaminations and would %eel as i% they need more time to

complete tests# It is li7ely that students will %ail their eaminations i% they not completed#

=ailure o% su"&ects in the programme will cause students to "ecome de!motivated and

%rustrated, thus leading to attrition#

!actors ,nfluencing Student Success

=actors hypothesi?ed to contri"ute to student success at (;R+ include

community and parish, parentsA academic achievement, scholarships, num"er o% su"&ects

%ailed, lecturerAs attitude to students, pre%erred lectures, hours spent studying, and

8



resources %or the radiography programme at (;R+# 4ach o% these %actors is discussed

"elow#

#ommunity and Parish) +here were no di%%erences in the rate o% success o%

students and graduates who resided in di%%erent communities and parishes# 9o study was

located to support or disprove this %inding#

Parental &cademic &chievement)) O% the 5- participants, less than %ive percent o%

"oth their parents had university education# +he highest academic award granted to the

parents who had university education was 2achelorAs degree# $ cross ta"ulation analysis

conducted did not reveal that parental educational <uali%ications in%luenced the student

success# +here%ore, it is li7ely that those students, who complete the programme on time,

have parents with very little education# +his di%%ers %rom study reported "y Rand

Corporation '1))3* which suggests that students whose parents were "oth college

graduates achieved at higher levels than others#

!unding) $pproimately -L o% the participants o"tained scholarships %rom

either the Government o% amaica or the niversity ospital o% the West Indies#

$pproimately -.L o% the participants indicated that their school epenses were paid "y

one or "oth parents# +his %inding suggest that %unding is availa"le %or most students and

%inancial pro"lems is not a %actor in%luencing success %or most students# 9o study was

located to support or disprove this %inding#

Number of Sub7ects failed) $s many as 81L o% the participants indicated that they

had %ailed at least one su"&ect while registered in the radiography programme#

$pproimately 1)L o% the participants indicated that they had passed all the su"&ects

8-



while registered in the radiography programme# $ll o% these participants who passed all

su"&ects in the programme, also indicated that they passed the CCGC4 su"&ects at the

%irst sitting# +his %inding is consistent with study "y 0olans7y et al#, which suggests that

academic success in colleges and universities was related to studentsA high school

achievement# +his could also mean that a small num"er o% students are sel%!directed

learners and are more committed to the goal o% graduation than others#

$pproimately 55L o% the graduates indicated that they %ailed +echni<ue#

+echni<ue is a ma&or su"&ect in the radiography programme> and is "ased on principles

that radiographers and students need to 7now to per%orm !ray eaminations on patients

in an e%%ective and e%%icient manner# It is there%ore very important that all students master

this su"&ect so that they can "ecome competent radiographers# (tudent radiographers who

are pro%icient in Radiographic +echni<ue will ac<uire radiographic images that are o%

optimum diagnostic <uality> while eposing the patients to the lowest possi"le radiation

dose# (tudents who %ail su"&ects in the radiography programme will not "e highly

motivated to complete the programme, thus resulting in withdrawal# +his is in agreement

with study done "y $l! ilawani @ (artawi '1))E* which suggest that motivation is

related to academic per%ormance and "etter student learning is associated with a high

level o% academic motivation#

Lecturers+ &ttitude) $pproimately -.L o% the participants indicated that the

lecturers were unapproacha"le# +his can a%%ect how student ad&ust to the educational

setting "ecause students will not %eel %ree to discuss issues concerning their studies with

the lecturers#

83



Preferred Lecturers) +he ma&ority o% the participants '6.#3L* indicated that they

pre%er %ull!time lecturers o% "ecause they are always availa"le to give advice# +his di%%ers

%rom the study done "y researchers at the Indianna niversity '..-*, which suggests that

students pre%er resident radiologists 'medical doctors who are "eing trained to interpret !

ray images* than other lectures "ecause the residents are also students, there%ore, they

understand their needs# +he resident radiologists also have a good 7nowledge o% the

radiologic sciences and are competent at imparting that 7nowledge to the student

radiographers#

.ours Spent Studying) +he ma&ority o% the participants '8-#1L* spent less than

%ive hours studying# ;ore than 8.L o% these participants who spent very little time

studying %ailed two or more su"&ects while registered in the programme# (tudents are

epected to %ail and drop out o% educational programmes i% they dot not study# 9one o%

the participants studied %or more than . hours per wee7# +his suggests that students do

not have proper study schedules to assist them to succeed in the radiography programme#

+his is in agreement with study "y $l! ilwani @ (artawani '1))E*, and o"servations "y

Callaway '1))8* and (aia '1))E* which suggest that good study s7ills and ha"it are

%undamental %or academic success# +he radiography programme consists o% several

courses and students must study consistently in order to succeed#

85



Resources for the Radiography Programme at S%RT

+he resources are discussed under the %ollowing su"!headingsB $de<uacy o%

classroom %acilities, ade<uacy o% school li"rary, ade<uacy o% computer room, and school

e<uipment#

&de(uacy of #lassroom !acilities) $pproimately -L o% the participants

indicated that the classroom %acilities were good# Only 1. '18#)L* participants indicated

that the classroom %acilities were poor# ;ore than 5.L o% the respondents indicated that

the classrooms were uncom%orta"le# +he reasons given %or the discom%ort in the

classroom were poor ventilation, the rooms were too small and there was too much noise#

+his %inding suggests that some students were not relaed in their classrooms and this

could a%%ect their a"ility to learn# +hese %indings suggest that the classroom %acilities are

accepta"le# $ll o% the %our %ull!time teachers interviewed indicated that the classroom

%acilities were %air# 2ased on o"servation done "y the researcher, one o% the %our

classrooms was e<uipped with an air!conditioning unit# +he other three classrooms were

e<uipped with ceiling %ans# +he si?e o% three classrooms were satis%actory however, one

classroom was <uite small#

&de(uacy of School Library) +he vast ma&ority o% the participants ')#5L*

indicated that they used the li"rary less than %ive hours per wee7# 9one o% the participants

indicated that they spent more than 1. hours in the li"rary each wee7# (ome students

stated that they used the ;edical i"rary at the niversity o% the West Indies, ;ona

%re<uently when it is close to the time %or ma&or eaminations# +his %inding suggests that

students do not use the schools resources regularly to assist with their studies, which

86



could result in poor per%ormance and thus, attrition# $pproimately EEL o% the

participants used the computer room to assist with their studies less than %ive hour per

wee7# 9one o% the participants used the schools computer room more than 1. hours per

wee7# (ome students indicated that they have computers at home, which they used

regularly to assist with their studies# +hese %indings are consistent with study "y

0rogramme %or International (tudent $ssessment '...*, which suggests that the use o%

schoolsA resources such as the li"rary and computers were associated with per%ormance>

and students per%ormed "etter at schools where students used the resources regularly#

$pproimately 6L o% the participants indicated that the li"rary was %air# Only

15L o% the participants indicated that the li"rary %acilities were poor# +he %ull!time

teachers interviewed indicated that the li"rary is not e<uipped with all the tet"oo7s that

are re<uired to prepare %or lectures# +he teachers %urther stated that they rely heavily on

the use o% computers to assist with them to prepare %or classes# +he researcher o"served

that the li"rary is small# It was e<uipped with two computers %or students use# +here was

no air!conditioning unit, "ut there are ceiling %ans# +hese %indings suggest that the

schoolAs li"rary is satis%actory#

&de(uacy of #omputer Room) ;ost o% the participants '56#6L* indicated that the

schoolAs computer room was good# +his suggests that the computer room was properly

e<uipped to assist students with their studies# +he researcher o"served that the computer

room is e<uipped with 16 computers# +here is central air!conditioning and the room is

com%orta"le# (tudents have access to the Internet to assist with their studies#

8E



School '(uipment) +he vast ma&ority o% the participants agreed that the schoolAs

e<uipment was current# +his %inding suggests that the schoolAs administration ma7es an

e%%ort to provide the most modern e<uipment to assist with the delivery o% the

radiography programme# +he %our %ull!time teachers in the programme also agreed that

the e<uipment is current# +hey also indicated that the e<uipment is ade<uate %or teaching

sessions# 2ased on o"servation "y the researcher, there are two !ray machines at the

school# +hey are modern and there are phantoms availa"le o% varying "ody parts that will

assist with teaching and demonstration sessions#

#onclusions of the Study

+he radiography programme at the (chool o% ;edical Radiation +echnology is to

a large etent ade<uate# owever, there are too many courses in the programme# $ll o%

the participants have passes in 4nglish and ;athematics at the CCGC4 OA evel> and

more than 5.L o% the participants passed at least two science su"&ects#

(ome students are not motivated to complete the radiography programme partly

"ecause most teachers do not employ e%%ective motivational techni<ues in the classroom

to enhance studentsA learning# +he su"&ect most %re<uently %ailed "y students enrolled in

the radiography programme is techni<ue#

+he studentsA socioeconomic "ac7ground does not a%%ect their a"ility to per%orm

in the radiography programme# ess than %ive percent o% the parents o% the students in the

radiography programme have university degrees# +here is no evidence to suggest that

parentsA academic achievement a%%ect studentsA success rates#

88



+he students in the radiography programme do not spend enough time studying#

+heir time management and study s7ills are inade<uate and will need to "e improved %or

them to succeed in the radiography programme#

+he conditions o% the physical resources in the school can "e improved to increase

the %re<uency o% use o% these resources "y the students and help them succeed in the

radiography programme# +he programme delivery approach is consistent with

international standards and is ade<uate %or the radiography programme# owever,

teachers can vary strategies "ased on the learning needs o% the students# $ll students do

not learn in a similar manner# In addition, not all students learn in the same manner,

there%ore teachers should change their methods o% delivering lectures "ased on the needs

o% the class#

8)



,mplications

2ased on the %ive research <uestions and the ma&ors %indings the %ollowing

implications are stated "elow#

1# +he nature o% the radiography programme o%%ered in amaica is di%%erent when

compared to a similar programme in the nited (tates# +here are more su"&ects in

the amaican programme# +his increase is li7ely to add to the studentsA wor7load,

which may "e a deterrent to studentsA learning#

# +echni<ue is a ma&or su"&ect in the radiography programme %ailed "y some '-3L*

o% the students# =ailing su"&ects such as the one mentioned a"ove means that some

students will not complete the programme within the prescri"ed time# +his is

li7ely to a%%ect the supply o% <uali%ied radiographers to the centers where there is

already an eisting need %or them#

-# +he %indings suggest that the admission criteria are inade<uate# ac7 o% ade<uate

entry measures may li7ely lead to the admission o% less <uali%ied applicants into

the programme, which may ultimately a%%ect the success rates o% such candidates#

3# $ %ew o% the teachers use motivational techni<ues# +his means that students who

are not motivated in the programme are not "eing encouraged to do their "est#

ac7 o% motivational techni<ues will only add to the num"er o% students who may

li7ely not succeed in the programme#

5# +he %indings showed that %actors such as num"er o% study hours, use o% the

li"rary, and among others were not ade<uate# +hese %actors may a%%ect studentsA

academic per%ormance in the programme#

).



Recommendations

2ased on the ma&or %indings and the implications the %ollowing recommendations

are made#

1# (ince there are many '15* su"&ects particularly in %irst year, it is recommended

that the num"er "e reduced to a maimum o% 1.# +his move might ma7e the

programme more managea"le %or the %irst year students#

# =or su"&ects such as +echni<ue, Imaging, and 0hysics which appear to "e the

di%%icult ones should "e taught and assessed through other methods such as

seminars andor wor7shops in order to increase the pass rates#

-# +he selection committee should add wor7 eperience and stress the num"er o%

CC passes at one sitting in order to admit the right candidates into the

programme#

3# +eachers who are already in the programme should "e encouraged to attend

regular pro%essional development courses in order to learn and polish their

teaching methods# (uch opportunities would also improve the teachersA

7nowledge o% assessment as well as and motivational strategies#

6# (eminars and wor7shops on +ime ;anagement and (tudy (7ills should "e

conducted to help students improve their study ha"its#

E# +he programme managers should mar7et the programme "etter in order to attract

more applicants each year# (uch move may involve going to the high schools to

spea7 to )th and 1.th graders a"out the programme#

)1



8# (tudent!centered policies should "e %ormulated in ma7e the programme less

teacher!centered#

)# (tudentsA mentorship programme should "e introduced in order %or students to "e

mentored "y their seniors#

Recommendations for !urther Research Studies

2ased on the limitations o% the present study, the %ollowing suggestions %or

%urther research studies are madeB

1# (tudentsA academic per%ormance, attitudes, and values should "e considered in

order to determine i% they are ma&or %actors contri"uting student succes in the

programme#

# $ %ormal evaluation study could also "e conducted to determine the programme

e%%ectiveness# Internal and eternal evaluators should conduct such a study#

-# $ longitudinal study should "e conducted with the %irst year students in order to

monitor their academic progress through the three!year period#

)



Re%erences

$dams, # '..-*# (tudents rating teachers# $ournal of the &merican Registry of

Radiologic Technologists: ;<'1*, 36!3E#

$l!ilawani, J# $#, @ (artawi, $# $# '1))E*# (tudy s7ills and ha"its o%

niversity students# #ollege Student $ournal , -1 5-E!533#

$urora ealth Care# '..5*# ;edical education# Retrieved 9ovem"er 5, ..5, %rom

httpBwww#aurorahealthcare#orga"outusmededradiologic#asp

2ean, # 0#, @ ;et?ner, 2# (# '1)8E*# $ conceptual model o% non!traditional

undergraduate student attrition# Review of 'ducational Research, 55, 385!53.#

Callaway, W## '1))8*# #omprehensive review of radiography# 2ostonB ;os"y#

Carwile, # '..-*# Increasing diversity in radiography# $ournal of the

&merican Registry of Radiologic Technologists: ;<'*, 85!8)#

4dwards, ;# @ Cangemi, # '1)).*# +he college dropout and institutional responsi"ility#

'ducation, 111, 1.E!116#

=inch, 0# @ Crun7ilton, ;# '1)))*# pdating the radiography curriculum# $ournal of the

&merican Registry of Radiologic Technologists: ;<'1*, 35!36#

Gall, ;# :#, 2org, W# R# @ Gall, # 0# '1))6*# 'ducational research5 &n introduction)

9ew Jor7B ongman 0u"lishers#

Giordano, 0# @ Greathouse, # '...*# ;a7ing the grade# $ournal of the

&merican Registry of Radiologic Technologists: ;= '1*, EE!E8#

Giordano, 0# @ Greathouse, # '..*# It ta7es a pro%ession# $ournal of the

&merican Registry of Radiologic Technologists: ;<'3*, -E!-8#

)-



Giordano, (# '..3*# Remedying an educator shortage# $ournal of the

&merican Registry of Radiologic Technologists: ;<'6*, 3E1#

Greathouse, # '..-*# Clinical %acilities!partners in education# $ournal of the

&merican Registry of Radiologic Technologists: ;>'3*, -5-!-53#

aughton, # '1)83*# Our history and the impact o% change# ?@ st &nniversary Souvenir

%aga6ine: 8!1.#

aving, /# @ ames, # '..-*# O"servation on German radiology 'radiographer

education scope and practice*# $ournal of the &merican Registry of Radiologic

;<'-*, 135!13E#

aw7ing, 9# '..5*# 4%%ective communication a%%ects student achievement and

retention# $ournal of the &merican Registry of Radiologic Technologists:

;= '-*, -3!-5#

ensley, C# @ 2ush, $# '..-*# Clinical partners in education# $ournal of the

&merican Registry of Radiologic Technologists: ;>'-*, -)!3.#

ighline Community College# '..5*# +esting center# Retrieved anuary -, ..6, %rom

httpBwww#highline#edustusertest centerged#html

u"ert, # '..*# Integrating theory and practice# $ournal of the

&merican Registry of Radiologic Technologists ,;?'6*, 616!61E#

ohnson, R#2#, @ Onwueg"u?ie, $# # '..3*# ;ied ;ethods ResearchB $

Research paradigm whose time has come# 'ducational Research, AA'E*, 13!6#

/udlas, ;#, :avison, #, @ ;annelin, # '..-*# 0ort%olios and critical thin7ing# $ournal

of the &merican Registry of Radiologic Technologists, ;?'6*, 616!61E#

)3



audicina, # '1))E*# +hemes in student attrition# #linical Laboratory Scientists, @B'*,

E5!8#

i""y, # (?!(hyan, W#, @ =innegan, C# '..5*# 0redicting retention in on!line general

education courses# &merican $ournal of Distance 'ducation, 1)'1*, -!-6#

ouisiana ealth Careers :irectory# '..5*# Radiology# Retrieved 9ovem"er 5, ..5,

%rom httpBwww#lahealthcareers#com15#html#

;cWhorter, /# +# '1))*# Study and thin-ing s-ills in college) 'nd ed#*# 9ew Jor7B

arper Collins 0u"lishers#

;urray, C# '1))6*# +he e%%ect o% gender, age and prior achievement in determining

success in an

environmental sciences course# Retrieved uly E, ..3 %rom

httpBwww#hersda#org#aucon%s1))6cullen#html#

0olans7y, #, oran, # #, @ anish, C# '1))-, ;ayune*# 4perimental construct

validity o% the outcomes o% study s7ills training and career counseling as

treatments %or the retention o% at ris7s students# $ournal of #ounseling C

Development , E1, 388!3)#

0owers, /# '..-*# +eaching techni<ues# $ournal of the &merican Registry

of Radiologic Technologists: E5 '*, 85!8)#

0rogramme =or International (tudent $ssessment# '...*# What can schools do to ma7e

a di%%erence Retrieved on $pril E, ..3 %rom

httpB www#pisa#oecd#org7nowledgesummary#htm#

)5

http://www.herdsa.org.au/confs/1996/cullen.html

http://www.herdsa.org.au/confs/1996/cullen.html



Racette, /# '..*# $(R+ Releases updated curricula# $ournal of the

&merican Registry of Radiologic Technologists: ;>'1*, )-!)6#

)6



Racette, /# '..-*# (tudents pre%er resident instructors# $ournal of the

&merican Registry of Radiologic Technologists: ;>'3*, -5-!-53#

Rand Corporation# '1))3*# (ocio!economic conditions and student "ehaviour#

Retrieved $pril E, ..3 %rom

httpB www#weac#orggreatschoolssocioconditions#htm

(aia, :#$# '1))E*# Prep Radiography# ConnecticutB $ppleton @ ange#

(t# ohnAs (chool o% Radiologic +echnology# '..5*# (chool o% radiology technology

program# Retrieved 9ovem"er 11, ..5, %rom

httpBwww#st&ohn#org(choolO%Radiology

(andow,0#, ones, $#@ 0ee7, C '..*# Correlation o% admission criteria with dental

school per%ormance and attrition# Retrieved 9ovem"er 6, ..5 %rom,

httpBwww#n1m#nih#govcontactscontactpu"med#html

(chool o% ;edical Radiation +echnology, amaica# '..3*# (tudentsA hand"oo7

/ingstonB $uthor#

(chool o% ;edical Radiation +echnology, amaica# '..3*# (tudentsA clinical hand"oo7

/ingstonB $uthor#

(eidman, $# '1))6*# Retention revisited# Retrieved 9ovem"er 5, ..5, %rom

httpBwww#cscr#orgarticleretentionrevisited#htm

(eidman, $# '...*# (tudent retentionB =ormula %or student success#

Retrieved 9ovem"er ), ..5, %rom

httpBwww#nacada#7su#edu&ournal"7rev81E#htm

(lavin, R# '...*# 'ducational Psychology Theory and Practice)

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2oston B $llyn and 2acon#

(par7s, # '...*# =orces in Curriculum Re%orm# $ournal of the &merican

Registry of Radiologic Technologists: ;?'1*, E1!E#

(tiewing, # '..1*# 9ew (tandards# $ournal of &merican Society of Radiologic

+echnologists, ;?'6*, 5)8!6.-#

(toec7er, # 0ascarella, 4#, @ Wol%e, # '1)88*# 0ersistence in higher education# $ournal

of #ollege Student Development , ? '-*,1)6!.)#

+aen"aum, 2# @ 4den%ield (# '...*# ;otivationB +he 7ey to success# $ournal of

the &merican Registry of Radiologic Technologists: ;>'1*,16-!166#

+eren?ini, 0#, @ 0ascarella, 4#, @ 0# '1)81*# Foluntary %reshman attrition and patterns o%

social and academic integration in a universityB $ test o% a conceptual model#

Research in .igher 'ducation = '1*, 5!3-#

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&merican Registry of Radiologic Technologists: ;<'-*, 35!36#

+satsi, :# @ oseph, 4# '..-*# ;oderni?ation o% tertiary services!:iagnostic

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www# doh#gov#?amtsreportsdignostic!rad#html

Fal7en"urg # @ olden# # '..3*# +eaching ;ethods in the $%%ective :omain#

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Wintre, ;# G# @ Ja%%e, ;# '..., anuary*# =irst!year studentsA ad&ustment to universityB

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-8#

Appendix A1

Students’ Questionnaire

+his study is "eing conducted to determine the %actors in%luencing studentsA success in theradiography programme at the (chool o% ;edical Radiation +echnology '(;R+*,

amaica# +his <uestionnaire will ta7e approimately 5 minutes to complete#

Section A: Demographic Data

:irectionsB 0lease read the %ollowing items care%ully then respond "y placing an '*

"eside the option that provides the appropriate response# In some items you will "e

re<uired to write your response on the spaces provided#

1# What is your gender a* ;ale P "* =emale P

# What is your age range

a* ess than 1years P "* to 6 years P

c* E to -1 years P

d* - to -6 years P

e* $"ove -6 years P

-# What year o% the programme are you in

a* 1st year P "* nd year P

c* -rd year P

3# ave you ever wor7ed "e%ore entering (;R+ a* Jes P "* 9o P

5# I% yes, what type o% &o" did you do '0lease (tate*B

6# Which parish are you %rom '0lease state*B

E# Which community are you %rom '0lease state*B

))



8# What type o% community are you %rom a* Rural P "* r"an P

)# Which high school did you attend '0lease state*B

1.# ow many CCGC4 OA level su"&ects did you pass '0lease state*B

1..



11# Which CCGC4 OA level su"&ects did you pass '0lease state*B

1# :id you pass CCGC4 at one sitting a* Jes P "* 9o P

1-# I% no, which su"&ects did you pass at %irst sitting '0lease state*B

Parental Qualifications

13# What is your motherAs highest level o% academic achievementa* 0rimary (chool P

"* (econdary (chool Pc* igh (chool P

d* +ertiary P

15# I% tertiary, what is the highest award she received

a* Certi%icate P "* :iploma P

c* $ssociate :egree P

d* 2achelorAs :egree Pe* ;asterAs :egree P

%* :octorate P

g* Other '0lease (tate*B

16# What is your %atherAs highest level o% academic achievement

a* 0rimary (chool P

"* (econdary (chool Pc* igh (chool P

d* +ertiary P

1E# I% tertiary, what is the highest award he received

a* Certi%icate P

"* :iploma P

c* $ssociate :egree P d* 2achelorAs :egree P

e* ;asterAs :egree P

%* :octorate Pg* Other '0lease (tate*B

1.1



Section B: Students’ Feedbac

Funding

1# $re you a scholarship holder in (chool o% ;edical Radiation +echnologya* Jes P "* 9o P

# I% yes, who is your sponsor '0lease state*B

-# I% no, how is your school epenses %unded

a* (el% P "* 2oth 0arents P

c* ;other Only P

d* =ather Only P e* Other '0lease state*B

!ourses at S"#$

3# What do you thin7 a"out the courses delivered at (;R+

a* +he courses are interesting P "* +he courses are irrelevant P

c* +he courses are di%%icult P

d* +here are too many courses P e* Other '0lease (tate*B

5# $re the num"er o% cloc7 hours given %or each course ade<uate a* Jes P "* 9o P

6# I% no, which courses need longer cloc7 hours '0lease (tate*B

E# :o the courses ade<uately prepare you to wor7 in the clinical setting

a* Jes P "* 9o P

8# I% no, which additional courses will help you to prepare %or the clinics '0lease

(tate*B

)# :oes the num"er o% students in the class a%%ect your a"ility to learn

a* Jes P "* 9o P

1.# I% yes, please state howB

11# ave you %ailed any su"&ects since you started the programmea* Jes P "* 9o P

1.



# Which strategies do you have pro"lems with '0lease (tate*B

-# $re the strategies used "y teachers appropriatea* Jes P "* 9o P

3# I% no, which su"&ect teachers do not use the appropriate strategies '0lease

(tate*B

5# Which motivational techni<ues assist with your learning '0lease (tate*B

6# Which su"&ect teachers use these motivational techni<ues in the classroom'0lease (tate*B

Assessment "ethods

E# Which o% the %ollowing assessment methods are used in the radiography

programme

a* Written eams P "* (eminar demonstrations P

c* Clinical port%olio P

d* Image assessment and discussion Pe* a"oratory report P

%* 0ractical eams P

g* Course wor7 Ph* Case study analysis P

i* :issertationreport P

&* Other '0lease (tate*B

8# Which assessment method do you have the most di%%iculty with

'0lease (tate*B

)# Why do you have pro"lems with the assessment method stated a"ove

'0lease (tate*B

-.# $re you given enough time to complete assignments

a* Jes P "* 9o P

-1# I% no, which su"&ect teachersA assignments you had di%%iculty completing due to

limited time '0lease (tate*B

-# $re you given enough time to complete written eams a* Jes P "* 9o P

1.3



a* 4cellent P

"* Good P

c* =air P

d* 0oor P

3.# ow would you rate the currency o% the radiography e<uipment in the schoola* 4cellent P

"* Good P

c* =air P

d* 0oor P

31# :o you %ind your classroom com%orta"le

a* Jes P "* 9o P

3# I% no, please state why#

!linical *xperience

3-# What means o% transportation do you use to attend clinicsa* Jour Own Fehicle P

"* 2us P

c* +ai Pd* ospital +ransport P

e* Other '0lease (tate*B

33# :o you en&oy going to the clinics

a* Jes P "* 9o P

35# I% no, which clinic site do you li7e the least#

a* niversity ospital P

"* /ingston 0u"lic ospital P

c* 2ustamantee ChildrenAs ospital Pd* $pe ;edical Centre P


36# I% no, why do you not li7e the clinic site selected

a* +he sta%% is un%riendly P

"* +he e<uipment is old Pc* +he location is inconvenient P

d* +he %acility is uncom%orta"le P

#eflection

3E# :o you intend to stay in the pro%ession o% radiography

1.6



a* Jes P "* 9o P


1.E



3)# :o you thin7 that you will have di%%iculty %inding a &o" when you complete

the radiography programme

a* Jes P "* 9o P

5.# I%, yes please state why

51# :o you intend to pursue %urther studies a%ter completing the radiography

program

a* Jes P "* 9o P

5# I%, yes which su"&ect are do you intend to study '0lease (tate*B

5-# Where would you li7e to wor7 when you graduate %rom (;R+a* niversity ospital P

"* Government ospital Pc* 0rivate =acility Pd* Other '0lease (tate*B

53# 0lease state the reason %or your choiceB

55# What do you li7e "est a"out the radiography programme

'0lease (tate*B

56# What is your greatest pro"lem at (;R+

'0lease (tate*B

$han (ou for spending the time to complete this +uestionnaire.

1.8



Appendix A,

-raduates’ Questionnaire

+his study is "eing conducted to determine the %actors in%luencing studentsA success in the

radiography programme at the (chool o% ;edical Radiation +echnology '(;R+*,amaica# +his <uestionnaire will ta7e approimately 5 minutes to complete#

Section A: Demographic Data

:irectionsB 0lease read the %ollowing items care%ully then respond "y placing an '*

"eside the option that provides the appropriate response# In some items you will "e

re<uired to write your response on the spaces provided#

1# What is your gender a* ;ale P "* =emale P

# What is your age rangea* ess than 1years P

"* to 6 years P

c* E to -1 years Pd* - to -6 years P

e* $"ove -6 years P

-# ave you ever wor7ed "e%ore entering (;R+ a* Jes P "* 9o P

3# I% yes, what type o% &o" did you do '0lease (tate*B

5# Which parish are you %rom '0lease state*B

6# Which community are you %rom '0lease state*B

E# What type o% community are you %rom a* Rural P "* r"an P

8# Which high school did you attend '0lease state*B

)# ow many CCGC4 OA level su"&ects did you pass '0lease state*B

1.# Which CCGC4 OA level su"&ects did you pass '0lease state*B

11# :id you pass CCGC4 at one sitting a* Jes P "* 9o P

1.)



1# I% no, which su"&ects did you pass at %irst sitting '0lease state*B

Parental Qualifications

1-# What is your motherAs highest level o% academic achievementa* 0rimary (chool P

"* (econdary (chool P

c* igh (chool Pd* +ertiary P

13# I% tertiary, what is the highest award she received a* Certi%icate P

"* :iploma Pc* $ssociate :egree P

d* 2achelorAs :egree Pe* ;asterAs :egree P

%* :octorate P


15# What is your %atherAs highest level o% academic achievement

a* 0rimary (chool P "* (econdary (chool P

c* igh (chool P

d* +ertiary P

16# I% tertiary, what is the highest award he received

a* Certi%icate P

"* :iploma Pc* $ssociate :egree P

d* 2achelorAs :egree P

e* ;asterAs :egree P%* :octorate P


Section B: -raduates’ Feedbac

Funding

1# Were you a scholarship holder in (chool o% ;edical Radiation +echnology

a* Jes P "* 9o P

# I% yes, who was your sponsor '0lease state*B

11.



-# I% no, how was your school epenses %unded

c* (el% P

d* 2oth 0arents Pc* ;other Only P

d* =ather Only P e* Other '0lease state*B

!ourses at S"#$

3# What do you thin7 a"out the courses that were delivered at (;R+

a* +he courses were interesting P "* +he courses were irrelevant P

c* +he courses were di%%icult Pd* +here were too many courses P e* Other '0lease (tate*B

5# Were the num"er o% cloc7 hours given %or each course ade<uate

a* Jes P "* 9o P

6# I% no, which courses needed longer cloc7 hours '0lease (tate*B

E# :id the courses ade<uately prepare you to wor7 in the clinical setting

a* Jes P "* 9o P

8# I% no, which additional courses would help you to prepare %or the clinics '0lease

(tate*B

)# :id the num"er o% students in the class a%%ect your a"ility to learn

a* Jes P "* 9o P

1.# I% yes, please state howB

11# :id you %ailed any su"&ects while you were registered in the radiography programme

a* Jes P "* 9o P

111



1# I% yes, which su"&ects

a* $natomy P

"* 0hysics P

c* 0atient Care Pd* +echni<ue P

e* 4<uipment P%* Imaging P


$eachers and %nstruction

1-# Were all your teachers approacha"le

a* Jes P "* 9o P

13# I% no, which su"&ect teachers were unapproacha"le '0lease (tate*B

15# Which su"&ect teachers did you pre%er

a* 0art!time P "* =ull!time P

16# 0lease state the reason %or your choice in item 15B

1E# :id some teachers teach more than one su"&ecta* Jes P "* 9o P

18# I% yes, which su"&ect teachers taught more than one su"&ect '0lease (tate*B

1)# :o you thin7 that the teachers in the radiography programme were overwor7ed a* Jes P "* 9o P

.# I% yes, which su"&ect teachers were overwor7ed '0lease state*B

1# Which o% the %ollowing teaching strategies were used "y teachers in the

radiography programme

a* ead lectures P "* +utor!led tutorials P

c* (tudent and tutor!led seminars P

d* (el%!directed learning with study pac7s Pe* 0ro"lem!"ased learning scenarios P

%* Radiography demonstration room wor7 P

%* Others ' 0lease (tate*B

# Which strategies did you have pro"lems with '0lease (tate*B

11



-# Were the strategies used "y teachers appropriate

a* Jes P "* 9o P

3# I% no, which su"&ect teachers did not use the appropriate strategies '0lease(tate*B

5# Which motivational techni<ues assisted with your learning '0lease (tate*B

6# Which su"&ect teachers used these motivational techni<ues in the classroom

'0lease (tate*B

Assessment "ethods

E# Which o% the %ollowing assessment methods were used in the radiography

programme

a* Written eams P

"* (eminar demonstrations Pc* Clinical port%olio P

d* Image assessment and discussion P

e* a"oratory report P%* 0ractical eams P

g* Course wor7 P

h* Case study analysis Pi* :issertationreport P

&* Other '0lease (tate*B

8# Which assessment method did you have the most di%%iculty with

'0lease (tate*B

)# Why did you have pro"lems with the assessment method stated a"ove '0lease (tate*B

-.# Were you given enough time to complete assignments a* Jes P "* 9o P

-1# I% no, which su"&ect teachersA assignments you had di%%iculty completing due tolimited time '0lease (tate*B

-# Were you given enough time to complete written eams

a* Jes P "* 9o P

11-



--# I% no, which eams you did not complete on time

'0lease (tate*B

Stud( )abit

-3# ow many hours per wee7 did you spend studyinga* ess than 5 hours P

"* 5 to 1. hours P

c* 11 to 15 hours P

d* 16 to . hours Pe* ;ore than . hours P

-5# ow many hours per wee7 did you use the schoolAs li"rarya* ess than 5 hours P

"* 5 to 1. hours Pc* 11 to 15 hours Pd* 16 to . hours P

e* ;ore than . hours P

-6# ow many hours per wee7 did you use the schools computer room to assist withyour radiography courses

a* ess than 5 hours P

a* 5 to 1. hours P "* 11 to 15 hours P

c* 16 to . hours P

d* ;ore than . hours P

Facilities

-E# ow would you rate the ade<uacy o% the classroom %acilities

a* 4cellent P

"* Good P

c* =air Pd* 0oor P

-8# ow would you rate the ade<uacy o% the schoolAs li"rary a* 4cellent P

"* Good P

c* =air Pd* 0oor P

-)# ow would you rate the ade<uacy o% the computer la"

a* 4cellent P "* Good P

113



c* =air P

d* 0oor P

3.# ow would you rate the currency o% the radiography e<uipment in the schoola* 4cellent P

"* Good Pc* =air P

d* 0oor P

31# :id you %ind your classroom com%orta"le "* Jes P "* 9o P


!linical *xperience

3-# What means o% transportation did you use to attend clinics

a* Jour Own Fehicle P

"* 2us Pc* +ai P

d* ospital +ransport P


33# :id you en&oy going to the clinics

a* Jes P "* 9o P

35# I% no, which clinic site did you li7e the least#

a* niversity ospital P "* /ingston 0u"lic ospital P

c* 2ustamantee ChildrenAs ospital P

d* $pe ;edical Centre P


36# I% no, why did you not li7e the clinic site selected

a* +he sta%% is un%riendly P "* +he e<uipment is old P

c* +he location is inconvenient P

d* +he %acility is uncom%orta"le P

#eflection

3E# When did you graduate the radiography programme at the (chool o% ;edical

Radiation +echnology '(;R+* '0lease (tate*B ;onth Jear

115



38# :id you complete the radiography programme within the three years

a* Jes P "* 9o P

I% no, how long were you enrolled in the programme "e%ore you "ecame a<uali%ied radiographer '0lease (tate*B Jears ;onths

3)# :o you intend to stay in the pro%ession o% radiography

a* Jes P "* 9o P

5.# I% no, please state why#

51# :id you have di%%iculty %inding a &o" when you completed theradiography programme a* Jes P "* 9o P

5# I%, yes please state why

5-# :o you intend to pursue %urther studies a%ter completing the radiography

programme

a* Jes P "* 9o P

53# I%, yes which modality do you intend to study '0lease (tate*B

55# Where are you currently employed

a* niversity ospital P

"* Government ospital Pc* 0rivate =acility P

d* Other '0lease (tate*B

56# :o you li7e your present &o" a* Jes P "* 9o P

5E# I% no, please state why

58# What did you li7e "est a"out the radiography programme

'0lease (tate*B

5)# What was your greatest pro"lem at (;R+

'0lease (tate*B

116



$han (ou for spending the time to complete this +uestionnaire.

Appendix B

$eachers’ %nterie/ Schedule

%nestigator: annet ;cIntosh

=aculty o% 4ducation and i"eral (tudies

niversity o% +echnology, amaica

+his study is "eing conducted to determine the %actors in%luencing studentsA success in the

radiography programme at the (chool o% ;edical Radiation +echnology '(;R+*,

amaica#

0art 1B Introductiongreetings, restating the purpose, and addressing ethical issues

0art B Interview

1# Could you please tell me how long have you "een teaching at the (chool o%

;edical Radiation +echnology#

# 0lease descri"e the type o% training you got in order to "e a teacher here#

-# Which su"&ects do you teach in this programme

3# Could you please descri"e the teaching strategies you use when teaching in the

programme#

5# +ell me a"out the assessment methods you use#

6# 0lease descri"e the assessment methods students have di%%iculty with#

E# 0lease descri"e the classroom %acilities here#

8# ow do you rate the ade<uacy o% the computer la"oratory

)# Is the teaching and learning e<uipment in the school current 0lease eplain#

1.# ow would you descri"e the classrooms

11# :o you thin7 that the students en&oy going to the clinics

1# +ell me what you li7e "est a"out the radiography programme#

18# +ell me what you li7e least a"out the radiography programme#

1)# Is there any other point you may want to epress at this point

0art -B Conclusiongreetingsdeparture

11E



Appendix !

0bseration og

FenueB :ateB

+ime (tartB +ime 4ndB

0urposeB

Description of Sites2Actiities2Behaiours

Diagram

118



#eflections

11)



1.



11



Appendix *1

#espondent’s !oer etter

Camelia Court $partments

$pt T11-68 arnold Road

/ingston 5

anuary E, ..5

:ear Respondent,

I am a student o% the university o% +echnology, amaica# I am pursuing a ;aster o%

(cience degree in Wor7%orce 4ducation and :evelopment# One re<uirement o% this programme is that I complete a research pro&ect# +he title o% the pro&ect I will underta7e is

K=actors In%luencing (tudentsA (uccess at the Radiography (chool in amaica#D

+he students, past students and lecturers will ta7e part in the study# +he results o% the

study will assist decision ma7ers to ma7e changes that will lead to enrollment and

su"se<uent graduation %rom the radiography programme> to meet the heath care needs o%

amaica# +he study will ta7e place during the months o% ;arch and $pril ..5#

It is epected that this research study will result in producing a wor7%orce in the %ield o%

radiography, that posses the 7nowledge, s7ills and a"ilities re<uired "y patients, their%amilies and employers#

0lease review the in%ormation on the in%ormed consent %orm that accompanies this coverletter to decide whether or not you will participate in this study#

Jours %aith%ully,

annet ;cIntosh

1



Appendix *,

%nformed !onsent Form

0ro&ectB +itleB =actors In%luencing (tudentsA (uccess at the Radiography (chool inamaicaB $ :escriptive (tudy#

ResearcherB annet ;cIntosh, =aculty o% 4ducation and i"eral (tudies,

niversity o% +echnology, amaica#

+elephoneB '8E6* )6.!E6.4!mailB &antoshUcy"ervale#com

+he in%ormation provided on this %orm is presented to you in order to %ul%ill legal ethicalRe<uirements %or research studies#

+he purpose o% this %orm is to con%irm your participation in the study, and to allow theresearcher to use the in%ormation o"tained %rom the survey in analy?ing the outcomes o%

the study#

+he aim o% the study is to investigate the %actors contri"uting to student success at theradiography school in amaica# +he potential "ene%it is to assist curriculum designers and

decision ma7ers to ma7e changes that will lead to improvement in the radiography

programme# $ll data will "e gathered during the months o% ;arch and $pril ..5#

1# 0articipation is voluntary# Re%usal to participate or withdrawal %rom the will result

in no penalty to the participant## +here is no ris7 to participants in this study and con%identiality will "e protected

"y not using the participantAs identity# Code num"ers will "e used when analy?ing

<uestionnaire# Jour comments will "e entered on a computer as views epressed,without any identi%ying in%ormation#

-# 0articipants may as7 the researcher <uestions a"out this study at their

convenience, "y telephone, via email or in person#

3# Jour signature on this consent %orm shows that you have "een in%ormed a"out theconditions and sa%eguards o% this pro&ect#

I have read the in%ormation provided and agree to participate in this study#

(ignature o% 0articipant :ate

VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV

(ignature o% Researcher :ate

1-

mailto:[email protected]

mailto:[email protected]



13

completion rates- all chapters. nov.2005

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