Perceived Learning Satisfaction on Diverse Instructional Modalities Encountered by Cebu Doctors' University Level III and Level IV Medical Students of A.Y. 2023–2024

Abstract

This study investigates perceived learning satisfaction among medical students across three instructional modalities—face-to-face, online, and blended learning—at Cebu Doctors’ University (CDU) during Academic Year 2023–2024. The hypothesis posits significant differences in satisfaction levels, with face-to-face learning expected to yield the highest satisfaction. Participants included 145 verified and enrolled Level III and Level IV medical students, including irregular students, who had experienced all three modalities: face-to-face (A.Y. 2023–2024), online (A.Y. 2021–2022), and blended learning (A.Y. 2022–2023). A descriptive-comparative research design was employed to compare perceived learning satisfaction across the three instructional approaches. Data were collected using a modified version of the Student Outcomes Survey from the National Center for Vocational Education Research in Australia, covering three domains: Teaching, Assessment, and Clinical Skills & Learning Experiences. The instrument demonstrated excellent reliability (Cronbach’s alpha = 0.97). Results showed that face-to-face learning had the highest overall satisfaction (M = 4.3, SD = 0.5), followed by blended learning (M = 4.3, SD = 0.5), and lastly, online learning (M = 3.8, SD = 0.7). A One-Way Repeated-Measures ANOVA with Greenhouse-Geisser correction revealed a significant difference in satisfaction across modalities, F(1.328, 191.192) = 75.267, p < .05, η2 = 34.3%. The Teaching domain received the highest ratings across all modalities, while Assessment domain and Clinical Skills & Learning Experiences domain received the lowest ratings in online learning. The findings suggest that face-to-face learning provides the highest level of student satisfaction, followed by blended and online learning. This hierarchy underscores the value of direct interaction in enhancing student satisfaction. The study recommends that educational institutions prioritize face-to-face and blended learning to optimize student outcomes, while future research should explore strategies to improve online learning satisfaction, particularly in the areas of Assessment and Clinical Skills & Learning Experiences.