Abstract:
Engineering students' satisfaction during online and offline classes has
become a factor that adds to the learning process. The problems offered by online
and offline learning methods, particularly in the context of the COVID-19 epidemic,
have dramatically impacted the dynamic landscape of engineering education. These
innovations have had a substantial impact on educational quality, teaching
approaches, and student-teacher interaction dynamics. Adapting to changing
circumstances is critical for preserving educational quality. Furthermore, the
importance of student happiness in determining the efficacy of the learning process
cannot be emphasized. In this case, a quantitative methodology is used to examine
engineering student satisfaction with President University's learning facilities. The
research also aims to determine the level of satisfaction among engineering students
at President University with the available learning facilities by measuring student
satisfaction levels, improve Learning Infrastructure that have require development or
investment, whether in technology, physical locations, or instructional methods, in
order to improve the entire learning experience and improve the Access to Resources
by addressing any gaps in access to resources such as libraries and laboratories to
ensure that students have what they need to succeed in their studies. Through the use
of a sample questionnaire, the satisfaction levels were found to fall within the range
of "Quite Satisfied" to "Very Satisfied," with an average satisfaction score ranging
from 4.11 to 4.88. The study seeks to provide a comprehensive understanding of the
learning facilities and the satisfaction levels of students. The analysis not only
uncovers key variables but also sheds light on the extent of student satisfaction. The
findings have implications for enhancing the quality of learning facilities and the
overall educational experience for engineering students at President University.
