The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education

Vermisli, Sevgi; Cevik, Esra; Cevik, Celalettin

doi:10.1590/1980-220X-REEUSP-2021-0488en

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ORIGINAL ARTICLE • Rev. esc. enferm. USP 56 • 2022 • https://doi.org/10.1590/1980-220X-REEUSP-2021-0488en copy

The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education

O efeito do estresse percebido e do letramento digital na satisfação do aluno quanto à educação a distância

El efecto del estrés percibido y la alfabetización digital en la satisfacción de los estudiantes en educación a distancia

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process.

Method:

The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used.

Results:

Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy.

Conclusion:

Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

DESCRIPTORS
Computer Literacy; Distance Education; Stress, Physiological; Covid-19; Students; Personal Satisfaction

Variables	n	%	Variables	n	%
Age			Having a computer
18−20 years	446	53.0	No	484	57.5
21 +	396	47.0	Yes	358	42.5
Sex			Limited internet access
Female	707	84.0	No	469	55.7
Male	135	16.0	Yes	373	44.3
Department			Income
Midwifery	258	30.6	Income>expenses	110	13.1
Nursing	527	62.6	Income=expenses	523	62.1
PTR	57	6.8	Income<expenses	209	24.8
Grade			Living place
1	202	24.0	City	327	38.8
2	211	25.1	District	284	33.7
3	215	25.5	Town	50	5.9
4	214	25.4	Village	181	21.5
DE access tool			Regular follow-up of lessons
Telephone	423	50.2	Yes	565	67.1
Tablet	61	7.2	Partially	210	24.9
Computer	358	42.5	No	67	8.0
Feedback from teachers			Pandemic is limiting access to the university library
Yes	324	38.5	Yes	239	28.4
Partially	361	42.9	Partially	236	28.0
No	157	18.6	No	367	43.6
DE negatively affects practice skills			DE is applicable in the health education
Yes	652	77.4	Yes	77	9.1
Partially	108	12.8	Partially	190	22.6
No	82	9.7	No	575	68.3
Covid-19 test			Family history of Covid-19
No	671	79.7	No	745	88.5
Yes	171	20.3	Yes	97	11.5
Doing homework/ presentations in digital platform is difficult			DE is more effective than face-to-face education
Yes	340	40.4	Yes	72	8.6
Partially	271	32.2	Partially	115	13.7
No	231	27.4	No	655	77.8
Theoretical lessons should continue with DE after the pandemic			Applied lessons should continue with DE after the pandemic
Yes	372	44.2	Yes	49	5.8
No	470	55.8	No	793	94.2

Variables	Mean ± SD	(Min–Max)
Age	20.71 ± 2.31	18−47
Daily computer usage time/hours	3.56 ± 2.66	1–15
Lifetime computer usage /years	5.70 ± 4.34	1−16
Daily online time/hours	6.33 ± 4.30	1−24
Digital literacy	54.45 ± 14.49	17−84
Attitude sub-dimension	21.82 ± 6.44	7−35
Technical sub-dimension	20.04 ± 5.69	6−30
Cognitive sub-dimension	6.55 ± 1.94	2−10
Social sub-dimension	6.01 ± 1.92	2–9
Perceived stress	21.47 ± 5.78	4-40
DE SS	178.21 ± 48.64	48–288
Structure and operation of the program sub-dimension	67.73 ± 21.94	16−112
Interaction sub-dimension	83.42 ± 28.57	20−140
Common problem areas sub-dimension	27.04 ± 9.72	6–42

Variables	n	Mean ± SD	Test statistics	p
Age
18–20 years	446	180.60 ± 44.70	t = 1.520	0.133
21 +	396	175.50 ± 52.65
Sex
Female	707	178.61 ± 46.64	t = 0.473	0.637
Male	135	176.10 ± 58.15
Department
Midwifery^a	258	183.04 ± 45.22	F = 6.178	0.002
Nursing^b	527	174.14 ± 50.59		a = c > b
Physiotherapy and rehabilitation^c	57	193.94 ± 39.84
Grade
1^a	202	190.75 ± 39.69	F = 10.148	0.000
2^b	211	172.77 ± 46.39		a = d > b > c
3^c	215	167.02 ± 48.82
4^d	214	182.96 ± 54.86
Income
Income > expense^a	110	177.36 ± 39.49	F = 9.283	0.000
Income = expenses^b	523	183.18 ± 51.03		a = b > c
Income < expenses^c	209	166.21 ± 44.77
Living place
City^a	327	189.70 ± 26.76	F = 30.731	0.000
Town^b	284	185.03 ± 27.00		a = b > c = d
Town^c	50	151.34 ± 10.06
Village^d	181	154.16 ± 17.90
Having a computer
No	347	168.00 ± 50.96	t = −5.176	0.000
Yes	495	185.36 ± 45.64
Limited internet access
No	469	188.02 ± 45.67	t = 6.737	0.000
Yes	373	165.86 ± 49.49
Covid-19 test
No	671	180.38 ± 48.35	t = 2.565	0.011
Yes	171	169.66 ± 48.94
Family history of Covid-19
No	745	179.47 ± 47.78	t = 2.281	0.023
Yes	97	167.63 ± 53.85

Values	r	p
Age	0.021	0.535
Daily computer usage time	0.029	0.404
Lifetime computer usage time	0.158	0.000
Daily online time	0.021	0.539
Digital literacy total	0.590	0.000
Attitude sub-dimension	0.571	0.000
Technic sub-dimension	0.537	0.000
Cognitive sub-dimension	0.488	0.000
Social sub-dimension	0.447	0.000
Perceived stress	−0.308	0.000

Variables	B	Std Beta	t	p	95% CI
Variables	B	Std Beta	t	p	Lower	Upper
Living place	−7.108	−0.167	−6.449	0.000	−9.27	−4.94
Internet access limitation	6.926	0.071	2.626	0.009	1.74	12.10
DE access tool	2.976	0.059	2.231	0.026	0.35	5.59
Feedback from teachers	18.515	0.278	10.475	0.000	15.04	21.98
Digital literacy	1.174	0.350	12.118	0.000	1.04	1.36
Perceived stress	−0.953	−0.113	−4.312	0.000	−1.38	–0.51
Follow-up lesson regularly every week	11.101	0.145	5.182	0.000	6.86	15.30
DE is applicable in the health education	5.558	0.074	2.495	0.013	1.18	9.92
DE is more effective than face-to-face education	−7.005	−0.089	−3.013	0.003	−11.56	−2.44
Theoretical lessons should continue with DE after the pandemic	8.662	0.088	3.167	0.002	3.29	14.03

Universidade de São Paulo, Escola de Enfermagem Av. Dr. Enéas de Carvalho Aguiar, 419 , 05403-000 São Paulo - SP/ Brasil, Tel./Fax: (55 11) 3061-7553, - São Paulo - SP - Brazil
E-mail: reeusp@usp.br

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[1] Corresponding author:
Sevgi Vermisli Doğanköy, 16110 Nilüfer 16110 – Bursa, Turkey sevgi0535@yahoo.com