Stressors of Undergraduate Radiography Students during the COVID-19 Pandemic: Basis for Action Plan

Joseph Dave  M. Pregoner,; Mark  Alipio,; Jessa  Generalao,; Suhanisa  Maruhom,; Adam  El-Hayek,; Izzy  Calunod,

Stressors of Undergraduate Radiography Students during the COVID-19 Pandemic: Basis for Action Plan

Abstract:

The COVID-19 pandemic has introduced unprecedented challenges to higher education, impacting students' well-being. This study investigates stress levels among undergraduate radiography students during the pandemic, focusing on identifying key stressors and their association with socio-demographic factors. A cross-sectional research design was employed, utilizing a researcher-made questionnaire to collect data on stress levels, academic, interpersonal, and environmental stressors. Socio-demographic characteristics, including age, gender, year level, financial status, number of units enrolled, and religion, were also recorded. Data were collected from students in two higher education institutions in Iligan City through an online survey platform. Statistical analyses, including descriptive statistics and regression analysis, were performed to assess stress factors and their relationship with socio-demographic variables. The study revealed moderate overall stress levels among undergraduate radiography students, with academic and interpersonal stressors, such as heavy workloads and familial expectations, identified as prominent sources of stress. Environmental stressors, though moderate, also contributed significantly. Sex was a significant predictor of stress, with female students experiencing higher stress levels. Other sociodemographic factors, including age, year level, financial status, number of units enrolled, and religion, did not significantly influence stress levels. This study provides critical insights into the stressors faced by undergraduate radiography students during the COVID-19 pandemic. The findings underscore the need for targeted interventions and support mechanisms to address academic, interpersonal, and environmental stressors. Sex-specific support and enhanced mental health services should be prioritized to promote student well-being and academic success.

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