Satisfaction Level of Engineering Students in Face-to-Face and Online Modalities under COVID-19—Case: School of Engineering of the University of León, Spain

Rebeca Martínez-García, Fernando J. Fraile-Fernández, Gabriel Búrdalo-Salcedo, Ana María Castañón-García, María Fernández-Raga and Covadonga Palencia
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Rebeca Martínez-García: Department of Mining Technology, Topography and Structures, Campus de Vegazana s/n, University of León, 24071 León, Spain
Fernando J. Fraile-Fernández: Department of Mining Technology, Topography and Structures, Campus de Vegazana s/n, University of León, 24071 León, Spain
Gabriel Búrdalo-Salcedo: Department of Applied Chemistry and Physics, Campus de Vegazana s/n, University of León, 24071 León, Spain
Ana María Castañón-García: Department of Mining Technology, Topography and Structures, Campus de Vegazana s/n, University of León, 24071 León, Spain
María Fernández-Raga: Department of Applied Chemistry and Physics, Campus de Vegazana s/n, University of León, 24071 León, Spain
Covadonga Palencia: Department of Applied Chemistry and Physics, Campus de Vegazana s/n, University of León, 24071 León, Spain

Sustainability, 2022, vol. 14, issue 10, 1-12

Abstract: University education in times of COVID-19 was forced to seek alternative teaching/learning methods to the traditional ones, having to abruptly migrate to the online modality, changes that have repercussions on student satisfaction. That is why this study aims to compare the level of student satisfaction in face-to-face and “forced” online modalities under COVID-19. A quantitative, cross-sectional methodology was applied to two groups of students: Under a face-to-face modality ( n = 116) and under an online modality ( n = 120), to which a questionnaire was applied under a Likert scale, with four dimensions: Course design structure, content, resources, and instructor. Non-parametric statistics, specifically the Mann–Whitney U-test, were used to compare the groups. The results showed that there are significant differences in the level of satisfaction of students in the face-to-face and online “forced” modalities ( p = 0.01984 < 0.05), and the dimensions of the level of satisfaction that presented significant differences were course design structure ( p = 0.04523 < 0.05) and content ( p = 0.00841 < 0.05). The research shows that students in the face-to-face modality express a higher level of satisfaction, which is reflected in the dimension design structure of the course, specifically in its workload indicator, as well as in the dimension content, in its indicators, overlapping with other courses and materials.

Keywords: university education; satisfaction; formal learning; online learning; COVID-19; quantitative analysis (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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