Abstract
Purpose: This study compared various types of faculty qualifications in terms of their influence on student achievement in educational programs in radiologic technology. More specifically, radiologic technology educational directors and faculty with varying academic degrees and varying major areas of study were compared in terms of their students' scores on the national certification examination of the American Registry of Radiologic Technologists. Procedure: The population for this comparative descriptive study was the directors and faculties of 510 hospital-based and 90 collegiate sponsored (600 total) fully accredited educational programs in radiologic technology in the United States. The number of programs in the study sample, determined by a representative sampling table, were 210 hospital-based and 73 collegiate sponsored (293 total) educational programs. The instruments employed in this study were two questionnaires developed by the researcher. One instrument entitled the Educational Program Questionnaire for Radiologic Technology was designed to ascertain descriptive information including characteristics of the program, numbers of faculty and students, and entrance requirements. The other questionnaire, called Educational Qualifications Questionnaire for Radiologic Technology, was designed to survey educational qualifications of directors and faculty including the highest academic degree awarded and corresponding major area of study. Completed questionnaires were returned by 163 hospital-based and 62 collegiate sponsored (225 total) programs which represented 77 percent of the 293 programs sampled..
Weinstein, Ronald David (1978). Faculty qualifications and student achievement in radiologic technology. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -259911.