Introduction
The COVID-19 pandemic transformed education, forcing students and teachers to quickly adapt to virtual learning. At Dr. Alfredo Cantón Institute, this transition posed a challenge, particularly for English language instruction, due to its interactive nature and disparities in access to technology and internet connectivity. These factors may have limited learning opportunities and reduced student motivation.
This study examines the impact of virtualization on student satisfaction, considering the use of technological tools, the availability of devices, and the quality of internet access. It also evaluates teacher preparedness in managing these platforms and its effect on the educational experience. Using a quantitative approach and a non-experimental, cross-sectional descriptive design, a questionnaire was administered to students in seventh, eighth, and ninth grades, with data processed through IBM SPSS.
The document is structured into three chapters: background and problem statement, theoretical and conceptual framework, and analysis of results. Given that English is crucial for academic development, this research aims to enhance pedagogical strategies and optimize the use of technology in language learning.
Background
The Impact of Technology on Education During the COVID-19 Pandemic
Education was one of the sectors most affected by the global health crisis. To prevent the spread of the virus, most educational institutions adopted remote learning models, significantly altering the dynamics of learning. Before the pandemic, education was predominantly face-to-face, with technology serving only as a supplementary tool for academic tasks. However, during the pandemic, digital platforms became the primary medium for instruction, enabling real-time interaction and access to online resources.
Despite its advantages, the digitalization of education also presented challenges. For example, the lack of access to technology and the digital divide in many countries and regions prevented some students from continuing their studies virtually. Additionally, reduced direct interaction between teachers and students, along with the added burden of adapting to this new modality, led to stress and fatigue for both groups. In this context, it is essential to assess student satisfaction with virtual education, identify its limitations, and analyze opportunities for improvement. Understanding the relationship between technology and education will allow for its better implementation in the future, maximizing its benefits.
Theoretical Background
Student Satisfaction in Virtual Education: Key Determining Factors
The COVID-19 pandemic shifted education from in-person to virtual in many parts of the world, presenting a challenge for students who had to adapt to a new learning environment. Research on student satisfaction in virtual education has addressed key factors that influence their experience (Asalde y Cárdenas, 2020; Taveras-Pichardo et al., 2021).
Teacher Competence
One of the key factors determining student satisfaction in virtual education is the teacher's skillset. According to Asalde and Cárdenas (2020), students positively value teachers who have the technical skills to use virtual teaching platforms and provide clear and understandable instruction. Additionally, Taveras-Pichardo et al. (2021) note that teachers' ability to adapt content and methodologies to the virtual environment is essential for student satisfaction. Zambrano (2019) also highlights that the teacher's attitude toward e-learning and their competence in using technological tools are crucial for enhancing student satisfaction in virtual settings.
Support Through Digital Platforms
Research indicates that the availability of teachers to answer questions and provide guidance enhances students' perception of virtual education. For instance, a study by Li and Wang (2024) found that teaching presence, which includes aspects like instructional design and facilitating interaction, significantly impacts students' online learning experiences.
Similarly, Mansour (2023) observed that students had positive perceptions of synchronous e- discussions when the teacher's presence was evident, highlighting the importance of teacher availability in virtual settings.
Teacher-Student Feedback
Teacher-student feedback is another crucial factor in student satisfaction with virtual education. Students highly value constructive and timely feedback from their teachers (Asalde & Cárdenas, 2020). Providing clear and constructive feedback enables students to improve their academic performance and enhances their learning experience.
International Background
From Blended Learning to Fully Online Education During the Pandemic
Area-Moreira et al. (2020) analyzed the transition from traditional to virtual education due to the closure of physical classrooms. Through surveys conducted in May and June 2020, they found that courses previously designed for distance learning required minimal adjustments, whereas those traditionally taught in person had to be restructured to promote student autonomy.
In another study, Soto and Valdivieso (2021) examined the experiences of law students at the Pontifical Catholic University of Peru during remote education in the pandemic. The shift from face-to-face to fully virtual instruction caused various challenges for students. Their correlational analysis determined that student satisfaction was directly linked to strategic management, experience, and the quality of online learning.
Regional Background
Relationship Between Satisfaction and Technology in Higher Education
Curubo (2020) studied the relationship between variables such as the virtual environment, social support, and technology with academic satisfaction among university students in remote learning due to the pandemic. The results revealed a correlation between these independent variables and satisfaction, highlighting interaction and social support as key factors in academic contentment.
The Impact of the PAT Model on Language Instruction
Botero et al. (2021) assessed the impact of the Technology-Assisted Presence (PAT) Model in language instruction during the pandemic. The findings emphasized teacher interaction and technological structure as key factors in student satisfaction, while lack of empathy, monotony, and academic overload were identified as obstacles.
Experimental Section
Study Context and Relevance
Although previous studies have examined student satisfaction in higher education, research focused on secondary school students remains limited. Therefore, analyzing students' perceptions of technology in their learning and their level of satisfaction in a national context is relevant. Additionally, it is essential to examine the impact of family support on student satisfaction and assess whether socioeconomic status influences their perceptions.
This study aims to analyze the satisfaction levels of students at Dr. Alfredo Cantón Institute regarding the English language teaching-learning process and evaluate the role of technology in this context. It follows a descriptive, cross-sectional, and non-experimental research approach, conducted between October and December 2021.
Methodology
A quantitative methodology was employed to obtain precise and measurable data on student satisfaction levels. A structured questionnaire was administered to assess various aspects, such as the quality of educational materials, teaching methodology, and the use of technology in the educational process.
The quantitative approach allowed for hypothesis testing through statistical analysis, providing tools to evaluate the validity of the study (Dávila, 2015).
Study Participants
The study was conducted with 148 students from seventh, eighth, and ninth grades at Dr. Alfredo Cantón Institute, aged 13 to 16 years. Data collection was carried out through an electronic questionnaire administered in 2021, which gathered information on their level of satisfaction with English language instruction during the COVID-19 pandemic.
Expected Results
This study is expected to provide valuable insights into the level of satisfaction of students at Dr. Alfredo Cantón Institute with English language instruction during the COVID-19 pandemic, particularly between October and December 2021. Through an analysis of the collected data, the study seeks to evaluate the influence of technology on students' learning processes within the context of forced virtual education.
The findings will help identify potential improvements in teaching methodologies and in the integration of technology into the teaching-learning process. Additionally, the study aims to provide recommendations for future pedagogical strategies to optimize educational experiences in digital environments, considering both the advantages and limitations observed during this exceptional period.
Study Variables
The Importance of Teaching, Learning, and Technological Variables in the Educational Process
The educational process is influenced by various factors, including teaching methodologies, learning strategies, the use of technology, and the quality of educational materials. This study analyzes the importance of these variables and their relationship to student satisfaction.
Teaching Methodology
Teaching methodology plays a crucial role in student motivation and learning outcomes. It should be adapted to students’ needs and characteristics to promote meaningful learning experiences. According to Cabero and Barroso (2017), teaching methodology has a direct impact on student satisfaction, making its optimization essential for improving educational quality.
Learning Process
Learning involves the acquisition of knowledge, skills, and values through practice. For this process to be effective, it is necessary to implement strategies that enhance knowledge retention and application. This study is based on Albert Bandura’s (1977) Social Learning Theory and Lev Vygotsky’s (1978) Sociocultural Learning Theory, both widely applied in educational settings.
Bandura’s Social Learning Theory: Bandura argues that learning occurs through observation and social interaction. His concept of self-efficacy is particularly relevant, as it influences students’ confidence in their ability to learn in different environments. This study examines how the shift to virtual education affected students’ perception of their ability to effectively learn English.
Vygotsky’s Sociocultural Learning Theory: Vygotsky emphasizes the role of social interaction in cognitive development. According to this theory, learning is enriched through the support of teachers, peers, and cultural tools. This study explores how teacher communication, access to technological resources, and family support influenced students’ satisfaction with virtual English language instruction.
Both theories provide a critical framework for understanding the factors that shaped students’ educational experiences at Dr. Alfredo Cantón Institute during the pandemic. While Bandura’s theory helps explain student motivation and confidence in digital environments, Vygotsky’s theory highlights the impact of social and technological contexts on learning.
Use of Technology
Technology plays an increasingly significant role in education, as it can enhance learning quality and increase student engagement. According to Cabero and Barroso (2017), the use of technological tools influences students’ level of satisfaction, making it essential to implement strategies that ensure technology is effectively integrated into the educational process.
Quality of Educational Materials
Educational materials are a key factor in the teaching-learning process. The quality of these materials can influence students’ understanding and retention of knowledge. Chen et al. (2017) emphasize that well-designed educational resources facilitate the development of skills and knowledge among students.
Instrument Validity
To ensure the validity of the instrument, it was reviewed by academic experts, who contributed to its refinement. To assess its reliability, a pilot test was conducted with 20 students, and the effectiveness of the instrument’s questions was analyzed using the IBM SPSS statistical package.
Cronbach’s Alpha, a measure of reliability that indicates the internal consistency of a scale, was used to assess the instrument (DeVellis, 2017). The statistical results (Figure 1) show a Cronbach’s Alpha of 0.888, which indicates a very high internal consistency in the measurement scale. Internal consistency refers to the extent to which the items in a scale are related to one another and measure the same construct. According to Pallant (2019), a Cronbach’s Alpha above 0.70 is considered acceptable, while values above 0.90 are excellent. In this case, the obtained coefficient reflects a high level of reliability for the questionnaire items.
Note: The figure shows the results of the item analysis in the IBM SPSS statistical package.
Results and Discussion
The analysis of student responses allowed for the evaluation of their perceptions of various aspects of virtual learning, including:
The resources and teaching methodologies used.
The level of difficulty of assignments
Communication with teachers
Academic support received.
Content planning
Student motivation
Ease of completing assignments
Access to technology
Each of the following sections corresponds to a specific question from the questionnaire.
Use of Resources and Methodology in Virtual Classes
A total of 73% of students reported that the resources and methodology implemented by teachers facilitated their learning process in virtual classes, while 22% indicated that the effectiveness was inconsistent. Only a small percentage stated that the pedagogical strategies used were not helpful or were ineffective.
These results suggest a mostly successful adaptation to online teaching, although 27% of students identified deficiencies. Since teaching methodology significantly impacts student satisfaction and academic performance (Cabero & Barroso, 2017), strengthening teacher training in digital tools remains crucial for enhancing remote instruction (Asalde & Cárdenas, 2020; Soto & Valdivieso, 2021).
Level of Difficulty in English Assignments
According to Bandura (1977), self-efficacy influences motivation and academic performance, while Chen et al. (2017) emphasize that properly calibrated assignments help prevent anxiety and demotivation. A total of 77.7% of students considered the assignments appropriate for their level, while 26% found them appropriate only sometimes, and 6.1% stated they were rarely or never appropriate.
These findings suggest that, overall, teachers effectively adjusted the difficulty of assignments, promoting learning without cognitive overload. However, the 32.1% of students who reported occasional or frequent difficulties indicate the need for greater task differentiation. Strategies such as customized activities based on skill level, adaptive learning platforms, and formative feedback could improve student perception of their learning experience and enhance their self-confidence (Asalde & Cárdenas, 2020).
Communication with Teachers
Effective teacher-student communication is a key factor in student satisfaction in virtual education (Asalde & Cárdenas, 2020). This concept aligns with the Technology-Assisted Presence (PAT) Model proposed by Botero et al. (2021), which emphasizes interaction between teachers and students as a critical component for successful online learning. A total of 70.9% of students reported that communication with their teachers was smooth and satisfactory. However, 17.6% stated that it was only occasionally satisfactory, and a small percentage reported frequent difficulties. These results suggest that, while communication was generally effective, areas for improvement remain to optimize the learning experience.
Teacher Support and Assistance with Difficult Topics
A total of 82.5% of students reported receiving consistent or frequent support from their teachers when facing challenges, while 14.9% stated they received support only occasionally. A small percentage indicated that teacher support was limited or nonexistent. These results highlight the positive impact of teacher guidance in remote learning. However, since 17.5% of students still require additional assistance, this suggests the need for more personalized support strategies. According to Bandura and Vygotsky, teacher guidance is essential for learning and skill development in virtual environments. Planning and Early Delivery of Learning Materials
A total of 83.8% of students indicated that they always or almost always received their learning materials in advance, while 8.1% reported this happening only sometimes, and another 8.1% stated that it rarely or never occurred. The early distribution of materials aligns with effective teaching strategies in digital environments, as described by Cabero (2018), who emphasizes the importance of preparation for optimizing learning. Additionally, this finding connects to Vygotsky’s Sociocultural Learning Theory, which underscores the role of educational resources as mediators of knowledge acquisition.
Preference for Face-to-Face vs. Virtual Classes
A total of 58.8% of students believed that learning was easier in face-to-face classes, aligning with findings by Area-Moreira et al. (2020), who state that in-person instruction is generally more effective for language learning due to direct interaction with teachers and peers. Additionally, 70.3% of students indicated that face-to-face instruction provides better opportunities for developing English language skills, a finding supported by Bandura’s Social Learning Theory (1977). To reduce the gap between these learning modes, a potential solution could be to integrate small-group collaborative activities during virtual classes, encouraging active interaction through video conferencing and discussion-based learning (Johnson & Christensen, 2019).
Adequacy of Virtual Evaluation Methods
A total of 79.8% of students considered the evaluation system used in virtual English classes to be appropriate, while 16.9% found it appropriate only sometimes, and 3.3% stated it was rarely or never appropriate. These results align with Soto & Valdivieso (2021), who emphasize the importance of adapting assessment methods to digital environments to maintain their effectiveness. Furthermore, these findings support principles of formative assessment, which highlight the importance of continuous feedback and the adaptation of evaluation tools to online learning. Although most students found the system adequate, exploring alternative assessment methods could enhance student engagement and learning outcomes.
Student Motivation and Participation in Virtual Classes
A total of 75% of students reported feeling motivated to participate in virtual classes, while 17.5% reported motivation only sometimes, and 7.4% stated they experienced little or no motivation. This finding supports the Technology-Assisted Presence (PAT) Model (Botero et al., 2021), which highlights technology’s role as a facilitator of student engagement and learning. Additionally, it aligns with Cabero & Barroso (2017), who emphasize that technology can enhance student commitment when used as a didactic tool.
Ease of Completing Assignments in Virtual Learning
A total of 75% of students reported that they always or almost always completed their assignments easily and within the required timeframe, while 27.6% reported occasional difficulties, and 7.4% faced frequent challenges. According to Bandura’s Self-Efficacy Theory (1977), students' perception of control over their tasks positively influences motivation and academic performance. These findings suggest that students who completed their assignments without difficulties likely experienced an appropriate cognitive workload, facilitating learning. For the 25% of students who faced difficulties, adjusting assignments to their individual competencies could help reduce cognitive overload and improve academic outcomes.
Access to Technology and Connectivity
Access to digital tools, the ability to use virtual platforms, and a stable internet connection are critical factors in ensuring a positive experience in virtual education (Cabero & Barroso, 2017). A total of 84.5% of students reported that their devices allowed them to navigate educational platforms with ease, while 76.4% had internet access at home, and 84.5% felt comfortable using the technological tools required for online learning.
The high level of technological proficiency among students suggests that technological limitations were not a significant barrier to the success or acceptance of virtual education. Given the strong technological competence demonstrated by students, it can be concluded that familiarity with digital platforms was not a limiting factor in the effectiveness of virtual education.
Use of Support Resources for Virtual Assignments and Exams
A total of 50.7% of students stated that technology facilitated peer interaction for completing assignments, while 72.9% reported receiving family support during their virtual learning process. These findings highlight the importance of social support in virtual education, aligning with the research of Asalde & Cárdenas (2020), who emphasize the role of family engagement in academic success during the pandemic.
However, the lower percentage of peer interaction suggests an opportunity for improvement in collaborative learning strategies. This aligns with Vygotsky’s Sociocultural Learning Theory, which stresses that interaction with others is a fundamental component of knowledge construction.
Challenges in Learning English in Virtual Classes
A total of 26.4% of students reported being completely satisfied with their English class, 31.1% were highly satisfied, and 35.8% were moderately satisfied, resulting in a 93.3% overall satisfaction rate. Only 6.7% of students expressed low satisfaction with the subject. Despite the high level of satisfaction, the small percentage (6.7%) of dissatisfied students suggests that specific challenges remain for some learners. This could indicate the need to adjust teaching strategies or provide personalized support for this minority group.
However, the results validate the virtual teaching model implemented, supporting the findings of Soto & Valdivieso (2021), who concluded that student satisfaction is closely linked to the quality of educational management in digital environments. Additionally, students’ ability to adapt to new technology-mediated methodologies reinforces the effectiveness of the implemented virtual learning model.
Clarity of Explanations for Completing Exercises and Assignments
A total of 79.1% of students stated that the explanations provided were always or almost always sufficient for completing their exercises and assignments, suggesting a generally positive perception of the clarity of teacher instructions. However, 12.8% of students indicated that the explanations were only sometimes adequate, while 4.1% stated they were rarely or never sufficient. These results emphasize the importance of teacher-student feedback as a key factor in academic satisfaction (Asalde & Cárdenas, 2020).
The findings also support Vygotsky’s Sociocultural Learning Theory, which views teachers as essential mediators of knowledge, and the Technology-Assisted Presence (PAT) Model proposed by Botero et al. (2021), which stresses the importance of clear instructions in virtual learning. However, the small proportion of students who reported difficulties suggests that some challenges persist in the way explanations are delivered. This could indicate that certain students require additional support to ensure complete comprehension.
Quality and Access to Internet Services
A total of 67% of students reported having consistent access to a reliable internet service, a crucial factor for effective virtual education. However, the remaining 33% of students faced connectivity challenges, which may have hindered their learning process.
These results underscore the importance of a robust technological infrastructure (Cabero & Barroso, 2017) and highlight the need to ensure equitable internet access (Area-Moreira et al., 2020) to enable all students to fully benefit from virtual education. While the majority of students had access to a stable connection, the significant percentage experiencing difficulties reinforces the need for policies that ensure equal access to online learning resources, especially in situations where virtual education becomes essential.
Type of Internet Connection Used
A total of 76.4% of students had internet access at home, while 8.6% relied on a family member’s connection, and 14.2% used public internet services such as cybercafés. These findings reflect the efforts made by families to ensure their children could continue learning despite technological limitations, supporting Curubo’s (2020) theory on the role of social support in academic success.
However, the dependence on public internet spaces highlights inequalities in access to technological resources, aligning with Soto & Valdivieso’s (2021) argument that adequate internet access is critical for the success of remote education. This underscores the need for policies that guarantee equal access to digital education tools.
Ease of Navigating Educational Platforms
A total of 84.5% of students reported that their devices allowed them to navigate platforms such as WhatsApp and Microsoft Teams with ease, while only 5.4% experienced frequent difficulties. These results align with Technology Acceptance Theory, which suggests that ease of use directly influences the successful adoption of educational tools (Davis, 1989).
The high percentage of students who reported no difficulties supports the findings of Chen et al. (2017), who emphasize the importance of platform accessibility and usability in facilitating effective learning experiences. However, the 10.1% of students who reported occasional difficulties suggest that, despite widespread access, some challenges remain in adapting to certain platforms. This indicates an opportunity for enhancing digital literacy training for all students.
Use of Teacher-Suggested Technological Tools
A total of 84.5% of students reported effectively using the technological tools suggested by teachers, while 10.8% used them only occasionally, and 4.7% faced frequent difficulties. This high level of technological adaptation is crucial for academic success in virtual environments (Cabero, 2018; Botero et al., 2021). However, the percentage of students who experienced difficulties suggests a need for additional training and support for those encountering technological barriers.
The COVID-19 pandemic accelerated the global transition to online education, exposing inequalities in access and digital skills (Tao & Gao, 2022). While students demonstrated resilience and adaptability, strengthening digital training programs and teacher support remains essential for ensuring an inclusive learning environment. Additionally, fostering online learning communities and encouraging participation from educational stakeholders could help overcome these barriers and optimize future remote learning experiences.
Family Support in Virtual Learning
A significant portion of students, 72.9%, reported receiving family support in understanding virtual classes, while 14.2% experienced it occasionally, and 13.9% reported little or no support. This backing is crucial for academic success and emotional well-being, as a positive family environment fosters self-efficacy and reduces anxiety (Bandura, 1977; Karta et al., 2022). However, the lack of support in more than a quarter of cases suggests a gap that could affect student motivation and performance.
To mitigate this inequality, educators should assign tasks such as reading and writing that students can complete at home, thereby complementing their learning (Li, 2007). Furthermore, it is essential to encourage parental involvement through strategies that motivate them to engage in school tasks and cultural activities. Family training programs, the development of study habits at home, and pedagogical approaches that promote student autonomy could strengthen the relationship between family and school, reducing inequalities in distance education (Asalde & Cárdenas, 2020).
Interaction with Peers Through Technology
Half of the students (50.7%) indicated that technology always or almost always enabled them to interact with their peers, while 49.3% encountered limitations in this interaction. This result reflects the challenges highlighted by Area-Moreira et al. (2020) in social interaction within virtual environments. Vygotsky's sociocultural theory emphasizes the need to improve collaboration strategies to enhance peer learning.
Participation in class via Technology
The majority of students (74.3%) indicated that technology enabled them to participate actively in class, while 18.2% did so occasionally, and 7.5% faced frequent difficulties. These results support Cabero and Barroso’s (2017) statement about the facilitative role of technology in student participation and align with Botero et al.’s (2021) PAT model, which emphasizes interaction as a key element in digital learning.
However, the existence of technological barriers for a group of students indicates the need for strategies that optimize access and interaction in virtual environments. The literature suggests that integrating active methodologies and developing digital competencies can enhance participation and reduce gaps in online learning (Tao & Gao, 2022).
Satisfaction with the English Course
An overwhelming 93.3% of students reported a high level of satisfaction with the English course, with 26.4% fully satisfied, 31.1% very satisfied, and 35.8% satisfied, while only 6.7% expressed low satisfaction. This high acceptance supports Soto and Valdivieso’s (2021) assertion on the importance of effective educational management in virtual environments to generate positive learning experiences.
Moreover, the findings align with Cabero's (2018) theory regarding the impact of well- implemented pedagogical strategies on student perception and engagement. However, considering the importance of motivation in language learning (Dörnyei, 2005), future research could explore specific factors influencing student satisfaction, such as teaching methodology, the use of technological resources, and in-class interaction.
Conclusions
The results suggest that, overall, students are satisfied with virtual teaching and the support provided, although areas for improvement have been identified. Key points include:
Overall Satisfaction and Specific Challenges: Most students are satisfied with the course, but the 6.7% dissatisfaction highlights the need for adjustments in pedagogical strategies or additional support for this minority group. This suggests that some students may require a more personalized approach.
Explanations for Tasks and Exercises: Most students believe the explanations were clear and sufficient, but a small proportion reported difficulties, indicating room for improvement in the clarity of instructions and providing additional support when needed.
Access and Internet Quality: A third of students (33%) face connectivity issues, which could affect their learning. Adequate technological infrastructure is key to ensuring the success of virtual education and minimizing technological barriers for all students.
Use of Technological Tools: Most students use the suggested tools without difficulty, but some face technical issues, suggesting that further training and support in using these tools could enhance the learning experience.
Family Support and Participation: Family support is a key factor in virtual learning, but the lack of support in a quarter of the cases could impact performance. Encouraging parental participation and developing study habits at home could reduce these inequalities and foster a more efficient learning environment.
Social Interaction and Class Participation: Although most students perceive that technology facilitated interaction and class participation, challenges for some suggest that collaboration strategies need improvement. It is important to continue developing digital competencies to optimize the experience.
Technological Adaptation and Educational Resilience: The study shows that the Dr. Alfredo Cantón Institute quickly adapted to the shift to virtual learning, with 73% of students considering that the teaching resources and methodology were adequate. This reflects educational resilience in the face of COVID-19 challenges.
Pedagogical Effectiveness in Virtual Environments: Despite format differences, 79.1% of students considered the explanations sufficient to complete tasks, and 82.5% felt they received the adequate support to understand the topics. This demonstrates that well-designed pedagogical strategies in virtual environments can be effective.
Challenges in Language Skills Development: Although virtual learning was effective in many aspects, 70.3% of students expressed that in-person classes are better for developing language skills, suggesting that the virtual environment may have limitations in acquiring these skills.
In conclusion, while virtual learning has proven effective in many aspects, the results reveal key areas that require attention to optimize the learning experience. Improving technological infrastructure, offering more personalized support, and strengthening the role of families are important steps toward a more inclusive and effective virtual education. The institution's adaptability and the students' willingness to engage in this format demonstrate the potential of virtual learning, but also highlight the need to continue adjusting pedagogical strategies to ensure the academic success of all students.