## 6 Results
### Results of the Experimentation with the Control Group and the Experimental Group  
Establishing the criteria for measuring the usefulness of NetAR is important for evaluating its effectiveness. One way to identify the effectiveness of the mobile application is to analyze the \"mean questionnaire score\" between EG and CG; the EG score should be statistically higher than the CG score. For this, the following hypotheses were proposed:  
**Hypothesis 1 (H1). **: _There is no significant difference in the mean score of the questionnaire between EG and CG._  
**Hypothesis 2 (H2). **: _There is a significant difference in the mean score of the questionnaire between EG and CG._  
To address hypotheses 0 and 1, a Z-test was applied to evaluate the performance of the two groups (EG and CG) in the different learning modalities and the effectiveness of the NetAR interface, as can be seen in Table 4. This test was performed with a reliability of 95%. A two-sample test (T) assuming unequal variances was used on the results of the two groups to obtain the variance of each group (95% reliability) and use it in the Z-test. In Table 4, it can be noticed that the value of \(z=6.48\) which is greater than the critical value of \(z\) (one-queue) = 1.6448 and greater than the critical value of \(z\) (two-queue) = 1.9599. In addition, the p value was less than \(\sigma\); therefore, the null hypothesis H1 is rejected and H2 is accepted, and it can be stated that there is a significant difference in the mean score of the questionnaire between EG and CG. These results may be the result of the use of the mobile application, and we can conclude that the use of NetAR influenced the difference in scores obtained. For this reason, the hypotheses of performance with each of the teaching methods were proposed:  
**Hypothesis 3 (H3). **: _There is a significant difference between the scores of the four groups due to the teaching method used._  
**Hypothesis 4 (H4). **: _There is no significant difference between the four groups due to the teaching method used._  
To accept or reject hypotheses H3 and H4, a two-way ANOVA with 95% reliability was used for the four. These groups (dependent variable) were evaluated with a questionnaire to identify whether the use of the mobile application (independent variable) influenced their score (dependent variable) or whether the higher score result was circumstantial. The sample used and the variables are described in Table 5; the detail of the groups is shown in Table 6. \begin{table}
\begin{tabular}{c c c} \hline \(\mathbf{Z}\)**-Test** & **Experimental Group (EG)** & **Control Group (CG)** \\ \hline Mean & 8.825 & 6.075 \\ Observations & 40 & 40 \\ \(Z\) & 6.484699511 & \\ P (\(Z<z\)) one queue & 4.445 \(\times\) 10\({}^{-11}\) & \\ Critical value of \(z\) (one queue) & 1.644853627 & \\ Critical value of \(z\) (two queue) & 1.959963985 & \\ \hline \end{tabular}
\end{table} 
Table 4: Z-test scores for two groups: experimental group (EG) and control group (CG). Table 7 shows the ANOVA data; here, it is noticeable that the probability of the data for the four groups is \(p=4.26342\times 10^{-8}\) which is a value less than the \(\sigma=0.05\); furthermore, the F value is greater than the critical value of F for the four groups. These results indicate that we can accept H3 and reject H4. Therefore, it can be stated that there are significant differences between the groups, and these are caused by the type of learning to which they were exposed. Furthermore, use of NetAR had a directly proportional effect on the result of the questionnaire, compared to traditional learning. Figure 6 shows the average of the questionnaire results for beginners and advanced groups with their two clusterings (CG and GE). It can be seen that the groups that used NetAR had a higher performance in the two questionnaires. This confirms that the use of NetAR influenced the performance of the students. It can also be evidenced that the participants of the advanced group performed better than the participants of the beginners group.