Student Stress and Satisfaction in Digital Accounting Education: An Empirical Study Based on Student Perceptions

Abstract

The COVID-19 pandemic and its abrupt transformation from a traditional to a digital setting raised concerns about the mindset of students and their satisfaction with learning. Considering the scenario, this study aimed to investigate the students’ stress and satisfaction in the context of digitalized accounting education. This quantitative study employed a survey method to collect data from respondents using structured questionnaires with closed-ended questions. This study gathered 143 responses from accounting students who undertake their studies online. This study used SPSS to analyze and extract findings through descriptive, correlation and regression analysis. Study results revealed that accounting students experienced moderate levels of stress (Mean = 2.7912) and satisfaction (Mean = 3.1678). Remarkably, correlation analysis indicated a non-significant relationship between variables (R = -0.053; p = 0. 529 (2-tailed). This suggests that no reliable linear relationship was observed between stress and satisfaction within this sample setting. This emphasizes that students’ satisfaction is not induced by pandemic-caused stress. Thus, as stress is not a predictor of satisfaction in given settings, institutions should use other measures, like student engagement activities and focus on other variables to improve the level of satisfaction among students.