Assessment tasks as perceived by the freshmen radiologic technology students of De La Salle Medical and Health Sciences Institute

This study was conducted to determine the perceptions of 83 freshmen radiologic technology students at the De La Salle Medical and Health Sciences Institute regarding their assessment task in terms of difficulty and time spent. This study utilized a descriptive research design. Data were gathered using a self-made questionnaire and treated using frequency, percentage, mean, standard deviation, t-test for independent samples, and analysis of variance (ANOVA).The findings of the study show that the majority of the respondents are female, have taken STEM as their senior high school strand, and have a monthly family income ranging from PHP 19,041-38,080. In addition, the respondents perceived their assessment tasks as difficult, as most of them require students to focus on independent thorough studying of various lessons to pass examinations with complex questions and outputs that require their creativity. Furthermore, the respondents perceive that preparing for their assessment tasks takes up most of their study time, as most of these assessment tasks require brainstorming, planning, and studying multiple sets of lessons within a certain time frame. Moreover, there are no significant differences in the perceptions of freshmen radiologic technology students regarding the assessment task in terms of difficulty and time spent when they are grouped according to senior high school strands, sex, and monthly family income.