This study examines student perceptions and satisfaction across three teaching modalities (face-to-face, blended learning, and flipped classroom) in higher education, focusing specifically on social interaction dynamics, feedback effectiveness, and overall learning experience. The study employed a quantitative approach using a ranking-based survey administered to 300 students with experience with all three teaching methods. Participants ranked each modality on a 3-point scale across three dimensions: social interaction, instructor feedback effectiveness, and overall learning satisfaction. Data analysis utilized Friedman's test to determine the statistical significance of differences between teaching modalities. Statistical analysis revealed significant differences across all three dimensions (p < 0.05). Face-to-face instruction consistently received higher rankings for social interaction (mean rank = 2.14, p = 0.011), feedback effectiveness (mean rank = 2.17, p = 0.00047), and overall learning satisfaction (mean rank = 2.21, p = 0.00008). Blended learning maintained intermediate rankings across all dimensions (mean ranks: 1.95-2.01), while the flipped classroom approach showed lower preference ratings (mean ranks: 1.82-1.89). While face-to-face instruction remains the preferred teaching modality across all measured dimensions, blended learning emerges as a viable alternative, particularly in scenarios where traditional face-to-face instruction may not be feasible. These findings provide valuable insights for educational institutions seeking to optimize their teaching approaches and suggest the importance of maintaining strong interpersonal elements in educational delivery, regardless of the chosen modality.