The Relationship between the Locus of Control and Academic Achievement of the Third Year Radiologic Technology Students: Proposed Teaching Strategies

Abstract

Locus of control has been widely studied as a psychological factor that may influence students' academic performance. However, limited evidence exists regarding its relationship with academic achievement among Radiologic Technology students in the Philippine educational context. This study examined the relationship between locus of control and academic achievement among third-year Radiologic Technology students in a Philippine university. A descriptive-correlational design was employed involving 55 students enrolled during the second semester of Academic Year 2014–2015. Data were collected using a researcher-developed questionnaire based on Rotter’s Locus of Control Theory and Weiner’s Attribution Theory. Descriptive statistics and Pearson correlation analysis were used to examine the study variables. Results showed that students generally demonstrated moderate to high levels of both internal and external locus of control dimensions, with preference for structure obtaining the highest mean score. Academic performance was generally above average. However, no significant relationship was found between locus of control and academic achievement (r = –0.102, p = 0.458). These findings suggest that academic achievement among Radiologic Technology students may be influenced by multiple educational, environmental, and psychosocial factors beyond locus of control alone. The study highlights the importance of supportive and structured learning environments in allied health education.