Student satisfaction with Google Classroom during the COVID-19 pandemic: examining challenges and acceptance factors at the Faculty of Engineering—Lúrio University, Mozambique
Résumé
The COVID-19 pandemic forced higher education institutions in resource-constrained contexts to rapidly adopt online learning, yet little is known about how students in Sub-Saharan Africa experience and evaluate these platforms, particularly when facing severe infrastructure barriers. Understanding student satisfaction in these contexts is critical for ensuring educational equity and informing evidence-based policy. This study investigates student satisfaction with Google Classroom at the Faculty of Engineering—Lúrio University in Mozambique, where 220 students participated in a mixed-methods study during the 2020–2021 academic year. Using the Technology Acceptance Model (TAM) as a theoretical basis, the research examined overall satisfaction, demographic differences, challenges faced, and valued features of the platform. Results showed moderate satisfaction levels (M = 3.18, SD = 1.12 on a 5-point scale), with 35% of students expressing satisfaction and 28% expressing dissatisfaction. Internet connectivity quality was identified as the most significant factor affecting satisfaction ( p < 0.001), while device type also influenced results ( p < 0.05). Qualitative data identified six main challenges: connectivity issues, mobile data costs, social isolation, technical difficulties, limited interaction, and workload concerns. Students valued the platform’s flexibility, accessibility of materials, organization, and ease of use. The study emphasizes the need for infrastructure investment and targeted support systems for effective online learning, especially in resource-limited settings, providing useful insights for improving higher education quality during and after the pandemic.
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