This study examined the extent of implementation of the Student Registration and Records Management Services as fundamental elements of the planned academic record digitization. Utilizing a descriptive-evaluative design, the simple random sampled respondents evaluated the services of the Student Registration and Records Management Office (SRRMO) with a researcher-made and face validated questionnaire. Analyzed through frequency and percentage distribution, weighted mean, Kruskall Wallis test for significant difference, Fisher’s Exact Test and Kendall tau_b for significant relationship, results revealed that the majority of the respondents moderately felt the problems encountered with the SRRMO services specifically on lack of admission requirements and non-observance of enrolment schedule. Therefore, the researcher recommends that a more accessible and convenient enrolment scheme be implemented in school. Hence, digitization of students’ registration and records shall be instituted.

Online education becomes a viable and stimulating method for instructional and service delivery by providing students with great flexibility in the current situation. Learning issues, personal issues, quality of learning, instructor, technology, and social interactions are the dimensions used for students' online learning experiences and significantly affect students' service satisfaction. This research study utilizes a descriptive correlational design to evaluate students' online learning experiences and service satisfaction. Data were collected through online surveys utilizing Google form and were analyzed using multiple regression. Results revealed that quality of learning, technology, and learning issues strongly impact students' customer satisfaction. Students are more concerned about the services they receive than the materials and facilities. Thus, assisting students directly impact student satisfaction. So, the schools may use technology and automation to address their concerns during online learning to meet students' changing needs and quality learning, too.

This study explored the current status of the research competencies of teaching and non-teaching personnel of the college that will aid as input to the college’s research development plan. The 110 teaching and non-teaching personnel served as respondents in the Research Competency Scale survey and employed a descriptive correlation research design. A Welch’s t-test and a Pearson Correlation were utilized to test the difference and relationship of variables. Findings revealed that the research competency of the teaching and non-teaching personnel is “moderately competent.” Their sources of research competencies were ranked as follows: 1-research ethics, 2-research inquiry/literature reviews, 3-dissemination of research/scholarly writing, 4-quantitative research processes, 5-qualitative research processes, and 6-research sampling methods. There is no significant difference between the research competencies of teaching and non-teaching personnel. Furthermore, education attainment significantly positively affects personnel’s research competencies. Teaching and non-teaching personnel with a higher level of academic degree (graduate studies) has a higher level of research competencies as compared to personnel who do have bachelor’s degree. Henceforth, it is vital to develop a comprehensive plan to increase the research competencies of teaching and non-teaching personnel. Keywords: research competency, teaching, non-teaching, academic degree

Radiologic Education has substantially changed throughout the years and has certain advancements that have left the country catching on. It has transitioned from analog to digital imaging, which considerably left developing countries behind. Consequently, general radiography practices are assumed to differ from the previous years. Employing a sequential explanatory research design, the study looked into the radiologic interns' competencies in specific parameters such as preparation, patient care and management; positioning; and image acquisition and processing. Using a researchermade questionnaire, 50 radiologic interns from four academic year batches were invited to participate in the study. Interpreted responses are cross-referenced through the interview data that were gathered from 12 participants, equally representing each batch. The study also probed the interns' general learning preference using the VARK questionnaire. Both of the questionnaires underwent Cronbach Alpha Test of Reliability. The data was probed and analyzed using Regression Analysis; to which the research findings gave an inference that the learning preferences positively affect the clinical competencies of the radiologic interns, providing the institution a broader perspective on improving the interns’ educative capacity. It also strengthens the Radiologic Technology program, giving importance to the three generated themes: Rehearsals of procedures, Application more than Theories, and Demonstration of Skills.

This study identified the effect of the perceived barriers in the sudden transition to online distance learning on the academic performance of radiologic technology students. Four barriers were identified and used: digital literacy, support barriers, institutional barriers, and educational impact. A causal-comparative study was utilized to determine the effect of the perceived barriers on students' academic performance. Resuts revealed that support and institutional barriers significantly impact students' academic performance. On the other hand, digital literacy and educational impact have no significant effect. This finding of the study indicates that students must have easy access to the available support. This is critical not only for technical assistance but also for institutional support.