Online Learning Satisfaction of Sport Science Students: A Comparative Study between Public and Private Universities in Malaysia

HRMARS - The rapid expansion of online learning in higher education, accelerated by the COVID-19 pandemic, has raised concerns regarding its effectiveness for practice-oriented disciplines such as sport science. This study aimed to compare online learning satisfaction among sport science students enrolled in Malaysian Public Higher Education Institutions (IPTA) and Private Higher Education Institutions (IPTS), and to identify factors influencing satisfaction across institutional sectors. A quantitative, descriptive–comparative design was employed involving 184 undergraduate sport science students (IPTA = 88; IPTS = 96). Data were collected using a structured questionnaire measuring students’ readiness, implementation of online learning, and overall satisfaction. Descriptive statistics, independent-samples t-tests, and multiple linear regression analyses were conducted. Findings indicated that students from both IPTA and IPTS reported moderate levels of readiness, implementation quality, and online learning satisfaction. No statistically significant differences were found between public and private institutions across all domains (p > .05), with only small effect sizes observed. Regression analysis revealed that implementation of online learning and students’ readiness were significant positive predictors of satisfaction, whereas institution type and demographic variables were not significant contributors. These results suggest that online learning satisfaction among sport science students is shaped more by pedagogical quality and student preparedness than by institutional sector. Given the practical nature of sport science education, the findings highlight the need to enhance online teaching strategies, technological support, and student readiness to improve learning experiences across both public and private universities. The study provides evidence-based insights to inform more effective and equitable online and blended learning practices in sport science education.