This study explores the factors affecting student satisfaction in online and in-person learning environments, focusing on academic self-efficacy, social interaction, and instructor presence. Using a combination of descriptive and inferential statistical analyses, the research examines data collected from students enrolled in both types of courses. The results reveal that students report generally positive perceptions of their learning experiences, with significant correlations found between student satisfaction and social interaction, academic self-efficacy, and instructor presence. Additionally, significant differences were observed between online and in-person learning, particularly in terms of social interaction and academic self-efficacy. Online students reported higher self-efficacy, while in-person students reported more frequent social interactions. The study emphasizes the importance of these factors in shaping student satisfaction and suggests practical implications for course design, highlighting the need for instructors to foster social engagement and presence, especially in online settings. Limitations of the study include its cross-sectional design and non-random sampling, with future research recommended to further investigate these relationships using longitudinal methods and considering socio-demographic variables.

Keywords: Student satisfaction, academic self-efficacy, social interaction, instructor presence, online learning.