Learning Spaces, Learning Approaches, and Study Habits Among Radiologic Technology Students

Radiologic technology students are exposed to a demanding academic environment that requires them to integrate theoretical knowledge with clinical skills. Various factors may influence how they study and learn, particularly learning spaces, learning approaches, and study habits. While these variables have been examined individually in previous studies, limited research explores how they interact with one another, especially among radiologic technology students. Thus, this study aims to examine the relationship among learning spaces, learning approaches, and study habits. This study assessed the learning spaces, learning approaches, and study habits of seventy-one (71) third-year radiologic technology students. A descriptive-correlational research design was used to analyze the relationships among the variables. The findings revealed that the respondents demonstrated strong agreement with respect to their learning spaces and learning approaches, while their study habits were interpreted as agree. indicating that the students generally perceive their learning space and approaches favorably, while their study habits were comparatively moderate. The descriptive results showed that respondents generally agreed with the statements across all three variables, with overall weighted means of 3.36 for Learning Spaces (V1), 3.35 for Learning Approaches (V2), and 3.04 for Study Habits (V3). Correlation analysis further revealed that only the relationship between Learning Spaces and Study Habits was statistically significant (r = 0.43, p = 0.000). In contrast, the relationships between Learning Spaces and Learning Approach (r = 0.15, p = 0.22) and between Learning Approach and Study Habits (r = 0.16, p = 0.192) were very weak and not statistically significant, indicating that these variables were not meaningfully associated at the 0.05 level of significance.