Differences in university students' perceptions of teaching support according to methodology, level of studies and age

This paper examines the relationships between teaching support, accessibility, and closeness of teachers, support for autonomy, and support for content understanding, through a non experimental quantitative study, based on a descriptive correlational design. Data were collected from the standardized questionnaire on teaching support, which was administered to 288 university students from three Spanish universities. We conducted a bivariate Pearson correlation between the support variables, finding a positive and significant correlation between them. As a comparison, a Student's t-test was performed for independent samples in terms of age, and mode of studies. As a result of this test, significant differences were found between the groups. However, no significant differences were found according to the modality (bachelor's degree or master's degree). Finally, a single-factor ANOVA was performed for differences according to study methodology (face-to-face or virtual). The results showed significant differences, with the virtual methodology presenting higher scores. Finally, the implications of the findings obtained for higher education are discussed.