Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA)

Abstract

This research study examines academic self-perceptions and course satisfaction among university students and associated factors during virtual classes. A cross-sectional online survey of (n = 328) undergraduate and postgraduate Saudi students who took virtual classes during the second semester of the academic year 2019–2020 and the first semester of the academic year 2020–2021 during the coronavirus disease 2019 (COVID-19) pandemic. The findings demonstrated students’ scores on negative academic self-perceptions (mean (M) = 9.84; standard deviation (S.D.) = 3.09) are significantly higher in comparison to positive academic self-perceptions (M = 7.71; S.D. = 2.46) and the difference was statistically significant, t(327) = 3.69, p < 0.001. The analysis demonstrated that mean differences were significant across ‘year of study’, ‘field of study’, ‘CGPA’ (cumulative grade points average), ‘employment status’, ‘on-site work’ and ‘being a parent of young child’ (p < 0.01). Correlation analysis shows a linear positive association between perceptions of workload and low technical support with negative academic self-perceptions (p < 0.001) and an inverse relationship with positive academic self-perceptions (p < 0.001). The multiple regression analysis demonstrated that the predictor variables in the model (perceptions of workload and technical support) explain 62% variance in negative academic self-perceptions and 41% variance in positive academic self-perceptions. Furthermore, the analysis demonstrated that positive academic self-perceptions bring a 32% variance in course satisfaction. These findings underscore the importance of balancing workload during online studies in higher education and provision of adequate technical support to reduce the negative academic self-perceptions which are associated with lower levels of course satisfaction. Students’ academic self-perceptions and course satisfaction during virtual studies are important factors to retain students’ motivation in learning and academic performance.

Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic

“…Chandra ( 2020 ) pointed out several negative consequences of the pandemic: students experienced academic stress, fear of failure, feelings of boredom and depressive thoughts that distracted students from academic and creative activities. These findings underscore the importance of paying widespread attention to students' workload, motivation to learn, and providing appropriate pedagogical tools to reduce anxiety and negative academic self‐perceptions (Aucejo et al, 2020 ; Gonçalves et al, 2020 ; Hassan et al, 2021 ; Huber & Helm, 2020 ). Finally, recent studies have shown that various demographic factors (such as a different year of study, students' previous achievements, familiarity with learning environments and gender) can be linked to different levels of motivation and students' perceptions of learning (Chandra, 2020 ; Hassan et al, 2021 ).…”

“…From a different perspective, several studies have been conducted to examine students' perceptions of changed environments. Hassan et al ( 2021 ) recognized students' perceptions of quality and satisfaction in taking virtual classes as important factors in maintaining students' motivation for learning and their academic performance. However, a strong negative correlation between the impact of the pandemic on learning and higher education students' attitudes was demonstrated in the study by Gonçalves et al ( 2020 ).…”

Online Learning Satisfaction During COVID-19 Pandemic Among Chinese University Students: The Serial Mediation Model

“…However, this unplanned and rapid shift has raised concerns over the quality of learning, students' academic achievement (Sahu, 2020) and satisfaction (Dziuban et al, 2015) as not much information or guidance is available on the best online teaching practices for instructors (Armstrong-Mensah et al, 2020). On the contrary, prior to the COVID-19 pandemic, online education featured with high attrition rates was downgraded as the second best preferred by students compared to traditional higher education (Muilenburg and Berge, 2005;Hassan et al, 2021).…”

Social Contact, Academic Satisfaction, COVID-19 Knowledge, and Subjective Well-being Among Students at Turkish Universities: a Nine-University Sample

“…Therefore, school achievement and academic satisfaction emerged as an important condition affecting the psychological health of university students. Studies on the COVID-19 experiences also revealed a significant relationship between students’ academic satisfaction and subjective well-being (Hassan et al, 2021 ; Tran et al, 2021 ). It is indicated that academic satisfaction is correlated with positive perceptions of students about themselves (Hassan et al, 2021 ).…”

“…Studies on the COVID-19 experiences also revealed a significant relationship between students’ academic satisfaction and subjective well-being (Hassan et al, 2021 ; Tran et al, 2021 ). It is indicated that academic satisfaction is correlated with positive perceptions of students about themselves (Hassan et al, 2021 ). Tran and his colleagues (2021) found that academic satisfaction is positively associated with well-being of students in COVID-19 pandemic.…”