STUDENTS’SATISFACTION WITH TEACHING METHODS IN ONLINE AND OFFLINE CLASSES
Keywords:
Online learning, offline teaching, student satisfaction, blended learning, higher educationAbstract
The integration of digital technologies in higher education has led to the increased adoption of online and blendedlearning environments. Understanding students’satisfaction with both online and offline teaching methods is essential forimproving teaching effectiveness and enhancing learning experiences in modern educational systems. This study employeda quantitative descriptive survey design to examine students’satisfaction with online and offline teaching methods. Datawere collected from 80 higher education students using a structured questionnaire that included demographic questionsand Likert-scale items measuring satisfaction with different teaching modes. Descriptive statistics, chi-square tests,Pearson correlation analysis, and multiple regression analysis were used to analyze the data. The findings indicated thatstudents reported moderate to high satisfaction with both online and offline teaching methods. Online teaching showedslightly higher satisfaction compared with offline teaching. The chi-square analysis revealed no significant associationbetween gender and preference for offline classes. Correlation results showed that age was negatively associated withpreference for blended learning, indicating that younger students were more supportive of combining online and offlineteaching methods. Regression analysis further confirmed that age was the only significant predictor of preference forblended learning. The study highlights the importance of integrating online and offline teaching approaches to enhancestudents’learning experiences. Adopting blended learning models can help institutions provide flexible, interactive, and effective educational environments that address diverse learning needs.
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