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.
Highlights
At the beginning of 2020, the World Health Organization (WHO) declared the coronavirus disease 2019 (COVID-19) pandemic a public health emergency and urged governments to enforce complete and partial lockdowns to prevent the spread of infection
The current study reveals the role of appropriate technical support during online classes in positive academic self-perceptions and course satisfaction, and the findings imply that higher education institutions must invest more in the provision of timely and adequate technical support during virtual classes
The results of this study provided insights into the nature of concerns held by university students attending virtual classes during the COVID-19 pandemic in Kingdom of Saudi Arabia (KSA)
Summary
At the beginning of 2020, the World Health Organization (WHO) declared the coronavirus disease 2019 (COVID-19) pandemic a public health emergency and urged governments to enforce complete and partial lockdowns to prevent the spread of infection. The implementation of online education/distance education became the only choice for educational institutions to continue their academic activities during the COVID-19 pandemic. The first first section section of of the the survey survey questionnaire questionnaire collected collected data data about about demographic demographic and and academic These included included gender, gender, age, age, field academic variables. These field of of study, study, academic academic degree, degree, year year of of study, CGPA, work status, working condition This was measured by by employing a sub-scale on the Perception of Academic Stress Scale (PAS) [28]. The positive dimension focuses on confidence success as a student, confidence in making the right academic decisions, and confidence in for future successcareer
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