Teaching Practices and Student Satisfaction in the Virtual Classrooms of a Peruvian Public University
DOI:
https://doi.org/10.51325/ejbti.v3i2.192Keywords:
Teaching Practices, Student Satisfaction, Virtual Classrooms, Structural Equation Model, Higher Education, Peru.Abstract
This study examines the relationship between teaching practices and student satisfaction in virtual classrooms at Universidad Nacional Santiago Antúnez de Mayolo (UNASAM), Peru, during the COVID-19 pandemic. A quantitative, non-experimental, cross-sectional correlational design was employed. Data were collected from 365 undergraduate students using validated instruments assessing teaching practices (43 items) and student satisfaction (12 items). Structural Equation Modeling (SEM) was used to analyze relationships between latent variables. Findings reveal a significant positive association between effective teaching practices and student satisfaction. Instructor accessibility, communication, and learning support emerged as strong predictors. Positive perceptions of virtual learning had a greater impact on satisfaction than negative ones. The SEM model demonstrated good fit (CFI = 0.952, RMSEA = 0.039, χ²/df = 1.561). The results underscore the importance of improving pedagogical strategies, communication, and digital tools to enhance virtual education. This study contributes to understanding online teaching quality in Latin American public universities and offers guidance for improving virtual learning environments.
References
Angulo, L. C., Martins, T. D., Dulanto, F. D., & Zavala, H. E. (2022). Teacher performance in virtual classes and the academic satisfaction of students in the course “Historical Formation of Peru” in the Industrial Engineering program of a private university in Lima, during the 2021-II period [Undergraduate thesis, Universidad Privada de Lima]. https://hdl.handle.net/20.500.12867/6210
Caballero, M., & Ocampo, J. (2018). Teacher training, teaching practice, and reflective practice: A training challenge in higher education institutions. Scielo. https://www.scielo.org.mx
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2021). Evaluation of virtual education: E-activities. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 169–188. https://doi.org/10.5944/ried.24.2.28994
Chavarría, A. (2016). The meaning of teaching practice, in the voice of its protagonists. Redalyc. http://www.redalyc.org
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7. https://eric.ed.gov/?id=ed282491
De Melo-Pereira, M., Martins-Ramos, F., & Marreiro das Chagas, A. (2015). Satisfaction in e-learning and its impact on continued use. Journal of Online Learning, 10(2), 105–118. https://doi.org/10.1016/j.jol.2015.02.003
Díaz, M. Á., & Pérez, C. del C. (2023). Satisfaction level of marketing strategy students at Uniagustiniana-Colombia. Revista de Ciencias Sociales, 29(2), 387–405. https://doi.org/10.31876/rcs.v29i2.39983
Díaz-Camacho, R., Rivera, J., Encalada, I., & Romani, Ú. (2022). Student satisfaction in virtual education: An international systematic review. Revista Chakiñan de Ciencias Sociales y Humanidades, (16), 177–193. https://doi.org/10.37135/chk.002.16.11
Durán, M., Estay-Niculcar, C., & Álvarez, M. (2015). Best practices in virtual education. Educational Research Journal, 49(4), 567–580. https://doi.org/10.1017/edr.2015.0049
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Galarce-Miranda, C., Gormaz-Lobos, L., & Hortsch, C. (2022). Integration of ICT in university education post-COVID-19. Journal of Educational Technology Systems, 51(2), 125–141. https://doi.org/10.2190/ET.51.2.a
Gálvez-Sobral, J. A., Argueta, B., Johnson, J., & Zelada, M. (2014). The satisfaction of learning to teach: Teachers’ opinions after completing the “Creative Classrooms” training program. Centro de Investigaciones Educativas, Instituto de Investigaciones, Universidad del Valle de Guatemala. http://www.universidadvalle.edu.gt
García-Aretio, L. (2021). Reflections on distance education during the pandemic. International Review of Research in Open and Distributed Learning, 22(2), 1–9. https://doi.org/10.19173/irrodl.v22i2.5294
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass. https://doi.org/10.1002/9781118269558
Gómez-Arteta, I., & Escobar-Mamani, F. (2021). Virtual education in times of pandemic: Increasing social inequality in Peru. Revista Chakiñan de Ciencias Sociales y Humanidades, (15), 152–165. https://doi.org/10.37135/chk.002.15.10
Hernández, P. (2015). Discussion of results – Teaching practice and its relationship with the professional profile. 1Library. https://1library.co
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Research methodology: Quantitative, qualitative, and mixed routes. McGraw-Hill Interamericana.
Holmos-Flores, E., Atencio-Gonzáles, R. E., Espinoza-Moreno, T. M., & Abarca-Arias, Y. M. (2023). Alternative and traditional assessment in the context of university education. Revista Arbitrada Interdisciplinaria Koinonía, 8(16), 220–237. https://doi.org/10.35381/r.k.v8i16.2546
Laspina-Olmedo, T., & Montero, D. (2023). Inclusive competence in teaching practice: Bibliographic analysis and categorization proposal. ALTERIDAD. Revista de Educación, 18(2), 177–186. https://doi.org/10.17163/alt.v18n2.2023.02
Montes de Oca, H., Bazán, A., & Tirado, J. (2023). Learning strategies and teaching performance in academic satisfaction among university students in Lima. Propósitos y Representaciones, 11(2), e1792. https://doi.org/10.20511/pyr2023.v11n2.1792
Morales-Saavedra, G. (2014). Challenges and improvements in online education for educators. Journal of Educational Technology, 45(2), 123–135. https://doi.org/10.1016/j.jest.2014.02.001
Nobario, S. (2018). Job and personal satisfaction: A review from the perspective of organizational behavior. Revista de Psicología y Comportamiento. https://revistas.unal.edu.co/index.php/novum/article/view/70586
Ortega, P., Rodríguez, L., & Mateos, P. (2021). Methodological adaptations during the COVID-19 pandemic. Higher Education Research & Development, 40(3), 442–456. https://doi.org/10.1080/07294360.2020.1857048
Pasquali, L., Teodoro-Rodrigues, D., & Lazzarotti-Filho, A. (2019). The work of physical education teachers in distance education. Revista Brasileira de Educação Física e Esporte, 33(1), 85–94. https://doi.org/10.1590/1807-5509201900010085
Pedró, F. (2020). Educational transformations during COVID-19: Documentation and future strategies. Journal of Educational Change, 21(2), 231–247. https://doi.org/10.1007/s10833-020-09367-8
Ponce-Vera, F. F., Zambrano Acosta, J. M., & de la Peña Consuegra, G. (2023). The development of virtual classrooms in university contexts: Analysis of perceptions from the perspective of teachers. Revista Cubana de Educación Superior, 42(2), 43–58. https://revistas.uh.cu/rces/article/view/6902
Rivera, H. S., Otiniano, N. M., & Goicochea, E. del S. (2023). Didactic strategies in university virtual education: A systematic review. Edutec. Electronic Journal of Educational Technology, (83), 120–134. https://doi.org/10.21556/edutec.2023.83.2683
Robbins, S. P., & Judge, T. A. (2013). Organizational behavior (15th ed.). Pearson Educación. https://apps.utel.edu.mx/recursos/files/r161r/w24661w/RobbinsComportamientoOrganizacional_cap3.pdf
Saldaña-Cerván, E. J. (2023). Implementation of a virtual classroom to improve the satisfaction of secondary school students in a Peruvian educational institution. Revista Científica de Sistemas e Informática, 3(1), e474. https://doi.org/10.51252/rcsi.v3i1.474
Sanjuán-Gómez, G., Del Castillo-Saiz, G. D., Rabell-Piera, O., & Gómez-Martínez, M. (2023). Distance education in times of pandemic: Student satisfaction? In Edumedholguin2023 (pp. 1–12). https://edumedholguin.sld.cu/index.php/edumedholguin23/2023/paper/view/396
Saravia-Campos, E. (2023). Teacher performance and student satisfaction at the secondary level: I.E.E. Luis Fabio Xammar Jurado [Master’s thesis, Universidad Nacional José Faustino Sánchez Carrión]. UNJFSC Institutional Repository. https://repositorio.unjfsc.edu.pe/bitstream/handle/20.500.14067/3789/tesis%20ESTELA%20SARAVIA%20CAMPOSSSS.pdf?sequence=1&isAllowed=y
Sarmiento, P. (2019). Student satisfaction as an indicator of educational quality. Revista de Calidad Educativa.
Schleicher, A. (2020). The impact of COVID-19 on education: Insights from Education at a Glance 2020. OECD. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. https://en.unesco.org/news/education-post-covid-world-nine-ideas-public-action
Urrutia, R. (2021). Reflection on teaching practice: Theory and practice in teacher training. Scielo. https://www.scielo.org.mx
Velasco, J. (2014). Customer satisfaction in higher education. Editorial Académica Española.
Villanueva, H. J., Vega, P. G., Vásquez, C. Y., Morales, S., & Siccha, R. E. (2021). Perception of teacher performance according to educational stakeholders during the pandemic. Revista Espacios, 42(17). https://www.revistaespacios.com/a21v42n17/a21v42n17p04.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2024 EuroMid Journal of Business and Tech-Innovation (EJBTI)
This work is licensed under a Creative Commons Attribution 4.0 International License.
