## 4 Results and Discussion  
### Comparison of Teaching Methodologies  
The study of results begins by comparing the three teaching methodologies, two online and one face-to-face, applied in the first year. With this, relevant data about whether it significantly influences acquiring skills or students' final marks were gathered. At the same time, these results are contrasted with those achieved in the following year of fully face-to-face teaching. The table below shows the overall success rate of the subject in the two years of the study (see Table 9). Figure 1: Evolution of the success rate in correct answers per topic in the 2019–2020 and 2020–2021 school year. \begin{table}
\begin{tabular}{l c c c c c c c c c c} \hline \hline
**Topics** & **T1** & **T2** & **T3** & **T4** & **T5** & **T6** & **T7** & **T8** & **T9** & **T10** & **Total** \\ \hline Correct & 65\% & 76\% & 75\% & 65\% & 56\% & 65\% & 74\% & 54\% & 45\% & 43\% & 63\% \\ Blank & 11\% & 7\% & 5\% & 12\% & 17\% & 16\% & 6\% & 22\% & 26\% & 33\% & 15\% \\ Fail & 24\% & 17\% & 20\% & 23\% & 27\% & 19\% & 20\% & 24\% & 29\% & 24\% & 22\% \\  & & & & & & & & & & & 100\% \\ \hline \hline \end{tabular}
\end{table} 
Table 7: Summary of results year 2019–2020. A lower success rate is observed in the 2020-2021 academic year (44.74%) due to the increased difficulty of the final test of the subject by selecting more difficult questions than in the previous year, as mentioned in the methodology section. The following table shows how the individual scores for the questions and topics vary downwards from one year to the next (see Tables 10 and 11). These tables reflect the scores per question. The 0.2 and 0.25 values correspond to correct answers, \(-\)0.03 and \(-\)0.04 values correspond to blank answers, and \(-\)0.06 and \(-\)0.08 values correspond to incorrect answers. The score differences are determined by the number of questions in the exam, e.g., if we have an exam with 40 questions, as in 2020-2021, the correct answer will be +0.25 points; and if the exam has 50 questions, the correct grade will correspond with a weighting of +0.2. The same would apply to incorrect answers (\(-\)0.06 and \(-\)0.08) and blank answers (\(-\)0.04 and \(-\)0.03). Although the tables are not shown in their entirety as they are extremely long, in the extract presented in this article, it can be seen how this scoring system provides a limited penalty, and is perfectly compatible with obtaining high marks and few failures, as can be seen in the TOTAL column of the following tables. The tables below (Tables 12 and 13) contain the total summaries of correct, blank, and incorrect answers by subject, methodology, and academic year. The success rate is also shown in such a way to reveal how some subjects yield more success than others. Specifically, in the 2019-2020 year, the face-to-face subjects stand out, followed by the subjects that correspond to the synchronous methodology, and finally the last subjects that correspond to the asynchronous methodology. In the year after, i.e., 2020-2021, there is an apparent equality that will be studied in the ANOVA analysis applied below. \begin{table}
\begin{tabular}{l c c c c c c c} \hline \hline  & **Topic 1** & **Topic 2** & **Topic 3** & **Total** & **Total** & **Total** & **Total** & **Total** \\  & **Question 1** & **Question 6** & **Question 14** & **(...)** & **Total** & **T1–T4** & **T5–T6** & **T7–T10** \\ \hline Student 1 & 0.2 & \(-\)0.06 & 0.2 & (...) & 6.68 & 3.39 & 1.74 & 1.55 \\ Student 2 & 0.2 & 0.2 & \(-\)0.06 & (...) & 7.69 & 3.36 & 1.74 & 2.59 \\ Student 3 & 0.2 & \(-\)0.06 & \(-\)0.06 & (...) & 6.88 & 2.58 & 1.48 & 2.82 \\ Student 4 & \(-\)0.06 & \(-\)0.06 & 0.2 & (...) & 5.44 & 1.86 & 1.22 & 2.36 \\ Student 5 & 0.2 & 0.2 & 0.2 & (...) & 8.21 & 3.88 & 1.74 & 2.59 \\ (...) & (...) & (...) & (...) & (...) & (...) & (...) & (...) & (...) \\ Student 39 & \(-\)0.06 & 0.2 & \(-\)0.06 & (...) & 5.38 & 2.79 & 1.04 & 1.54 \\ \hline \hline \end{tabular}
\end{table} 
Table 10: Sample of grades by topics and questions. Year 2020–2021.