## 3 Results
### Students' Opinions towards the Four Teaching Tools--Multivariate Analysis
#### 3.2.4 In-Depth Analysis of Clusters Obtained for Online Documentary Sources  
Only two clusters were identified that separated students by their degree of agreement with the benefits of the use of online documentary sources. No statistically significant  
\begin{table}
\begin{tabular}{l l c c c} \hline \hline \multicolumn{2}{c}{**General Idea: Online Documentary Sources Provide Essential Information and the Most Expert Knowledge, Being the Most Complete Way of Explaining Notions, Which Best Helps to Understand Them, Being a Valuable, Useful, Clear Method, Providing the Most Accurate and Detailed Information.**} \\ \hline \hline  & & Cluster 1—agreement to a & Cluster 2—agreement to a & \\  & & high or very high extent & low or average extent & \(p\)-value \\  & & n (\%) & (\%) & \\ \hline Sex & & & 0.862 \\  & Male & 71 (24.1) & 60 (23.4) & \\  & Female & 224 (75.9) & 196 (76.6) & \\ Age group & & & 0.000 ** \\  & 18–20 years & 138 (46.8) & 159 (62.1) & \\  & 21–24 years & 91 (30.8) & 67 (26.2) & \\  & over 25 years & 66 (22.4) & 30 (11.7) & \\ Level of openness to autonomous use of multimedia resources in learning: & & & 0.000 ** \\  & 1—total disagreement & 4 (1.4) & 16 (6.3) & \\  & 2—partial & 24 (8.1) & 59 (23.0) & \\  & disagreement & 99 (33.6) & 122 (47.7) & \\  & 4—partial agreement & 77 (26.1) & 39 (15.2) & \\  & 5—total agreement & 91 (30.8) & 20 (7.8) & \\ Internet services mainly used for information (on a scale of 1 to 4): & & 0.000 ** \\  & 1—most important & 125 (42.4) & 55 (21.5) & \\  & 2—important & 93 (31.5) & 121 (47.3) & \\  & 3—less important & 67 (22.7) & 71 (27.7) & \\  & 4—least important & 10 (3.4) & 9 (3.5) & \\ Internet services mainly used for communication (on a scale of 1 to 4): & & 0.199 \\  & 1—most important & 179 (60.7) & 155 (60.5) & \\  & 2—important & 89 (30.2) & 65 (25.4) & \\  & 3—less important & 24 (8.1) & 34 (13.3) & \\  & 4—least important & 3 (1.0) & 2 (0.8) & \\ Internet services mainly used for entertainment (on a scale of 1 to 4): & & 0.101 \\  & 1—most important & 102 (34.6) & 81 (31.6) & \\  & 2—important & 90 (30.5) & 100 (39.1) & \\  & 3—less important & 80 (27.1) & 64 (25.0) & \\  & 4—least important & 23 (7.8) & 11 (4.3) & \\ Internet services mainly used for domestic facilities (on a scale of 1 to 4): & & 0.065 \\  & 1—most important & 24 (8.1) & 11 (4.3) & \\  & 2—important & 55 (18.6) & 34 (13.3) & \\  & 3—less important & 74 (25.1) & 69 (27.0) & \\  & 4—least important & 142 (48.1) & 142 (55.5) & \\ \hline Total & & 295 (100.0) & 256 (100.0) & \\ \hline \hline \end{tabular}
\end{table}
Table 6: Comparative study of clusters identified for the benefits of online documentary sources.  
differences were found between them in terms of their gender structure. Students who strongly or very strongly agree with the benefits of the use of online documentary sources are slightly older, they generally enjoy using multimedia resources in the learning process and, although they use Internet services mainly for communication, the second most preferred is information, followed by entertainment and domestic facilities (almost 10%). On the other hand, students who agree to a small or medium extent with the benefits of the use of online documentary sources are young, they do not particularly agree with the benefits of the use of multimedia resources in individual study, and they also use Internet services mainly for communication, followed by entertainment, information (less than a quarter) and domestic facilities (in very isolated cases). Statistically significant differences between the two clusters are found in their age group structure, the degree of using multimedia resources in the learning process and the frequency of the use of Internet services for information (Table 6).