Keywords
Student Satisfaction
Virtual Classrooms
Structural Equarion Model
Higher Education
Peru
How to Cite
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, ?²/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.
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