# Study of the Organization and Implementation of E-Learning in Wartime Inside Ukraine
## 3 Research Methods  
To achieve our research goal, we used the following methods: scientific source analysis, generalization and systematization of the e-learning experience and empirical methods of surveys and questionnaires.  
The study included 230 teachers and 70 students from various Ukrainian educational institutions and lasted from February to June of 2022. The experimental study is based on the \"What Is E-learning Like?\" questionnaire. It consists of 23 questions and served as the primary tool for determining the proficiency levels of e-learning, which was organized and implemented during the war. The students' survey was based on a 17-question questionnaire titled \"Your Attitude Towards Getting Education During Combat Operations.\" It was completed by 70 students. According to the data in research the majority of participants are from the Chernihiv region and have survived active hostilities.  
Both questionnaires were sent to respondents via an e-mail and social media (Facebook, LinkedIn, Google+ and Viber).  
All measurement constructs in this study used a Likert Scale. Respondents (students) were asked to select answers. Gender, year of study, teaching experience, university type and position questions were scored as follows: \"Yes\"--4, \"No\"--3, \"I hesitate to answer\"--2, \"I decided to leave my study\"--1. Their responses provided an opportunity to testify to the respondents' diverse composition and balanced distribution, resulting in the validity of the sample design.  
The study statistics were processed and calculated using SPSS Statistics 25.0 software. The data collection survey was conducted with Ukrainian students who have been or are currently involved in active hostilities and have expressed a desire to participate in the study. The sample is representative because the sample participants have diverse demographic characteristics.  
A descriptive statistics plan was developed during the first stage of the analysis of the obtained statistical data, which aided in quantitatively and qualitatively analyzing the study's findings. Indeed, from a qualitative standpoint, the data obtained from the tests that were conducted during the experiment revealed that e-learning supports a multifaceted educational process, and, thus, students' opportunities for the educational process have increased. Education became not only diverse but also successful. The whole essence is that, during critical situations, students have free time, which they spend on preparation, and, based on this, a large number of educational elements have been transformed.  
The Kaiser-Meyer-Olkin (KMO) test for the Bartlett sphericity test was used in our first sample (among educators) to establish scale levels for the use of e-learning during combat. The resulting indicator was 0.957, which exceeded the allowable values and confirms the study sample's reliability and validity.  
In the second stage, we obtained the results of students' attitudes toward continuing their education during the hostilities in Ukraine, thanks to the author's questionnaire. The descriptive statistic tests--mean, standard deviation and a two-way ANOVA test--were used to analyze the data collected in the study. The obtained indicator's statistical significance was \(p=0.321\), which is significantly higher than the allowable values and indicates statistical significance. This effect is consistent with the students' high stress levels.  
Many correlations and difficulties were found while processing the results, which caused students to be unable to study at the appropriate level. Uncomfortable places for students to stay revealed a statistically negative relationship. This is psychological well-being, which has decreased as a result of the Ukrainian war and is a significant reason for a decrease in indicators that increase motivation for learning. These are as follows: mood = 0.10, activity = 0.150 and well-being = 0.09.