## 3 Methodology
A [PERSON]'s alpha of 0.87 suggests that the items in your questionnaire are reasonably correlated with each other. This indicates that they are likely measuring the same underlying construct, which in this case is the perceived quality of e-learning. Values between 0.8 and 0.9 are generally considered to reflect good reliability. The result shows that the questions included on the scale have a high degree of internal consistency. This means that respondents who provide high scores for one question are likely to provide high scores for other related questions. For example, if a student feels that the e-learning materials are of high quality (as measured by one question), they are likely to agree with other statements related to the effectiveness and accessibility of e-learning. The high reliability suggests that the questionnaire can be used effectively in future research or evaluations related to e-learning. This implies that the instrument is suitable for measuring student perceptions and can be used in comparative studies, longitudinal studies, or to assess the impact of changes made in the e-learning environment. To determine the sample size, the following formula was used:  
\[\text{N}_{\text{min}}=\frac{\text{N}_{\text{p}}\big{(}\alpha^{2}\text{*}\, \text{f}(1-\text{f})\big{)}}{\text{N}_{\text{p}}\;*\;\text{e}^{2}+\alpha^{2} \text{*}\,\text{f}(1-\text{f})} \tag{6}\]  
Here, the following pertains:  
\(\text{N}_{\text{min}}\)--minimum sample size;  
\(\text{N}_{\text{p}}\)--population size from which the sample is drawn;  
\(\alpha\)--confidence level for the results, with the value of Z in the normal distribution for the assumed level of significance;  
--fraction size;  
--assumed maximum error. In the study, the following values were adopted:  
\(\alpha\)--confidence level 0.05;  
\(\text{N}_{\text{p}}\)--an unknown population;  
--0.5;  
According to the calculations for the minimum research sample, for an unknown population size and the assumed statistical significance \(\alpha=0.05/\text{alpha}=0.05\alpha=0.05\), the sample size is 386 students. Our sample (621 students) was larger than the minimum sample size (stage B2E). STATSCICA-13.3 software was used to analyze the collected data (stage B3A). Based on an analysis of the literature, we found a gap in the research that refers to the quality of e-learning in higher education. This is also due to the fact that during the literature review, which is presented in the previous section, we did not find any research on the factors that influence variables related to the quality assessment of e-learning. In our research, we set the following goals:  
* G1--Examination of how the quality of e-learning is assessed in Polish universities;
* G2--Examination of the relation between the quality of e-learning in Polish universities and the ease with which the student can acquire content in traditional teaching and e-learning;
* G3--Examination of the relation between the quality of e-learning in Polish universities and the student's knowledge of information technology and their possession of the resources necessary for e-learning;
* G4--Examination of the relation between the quality of e-learning in Polish universities and the student's assessment of the innovation of e-learning solutions used by the university where the student studies;
* G5--Identification factors among quality of e-learning variables. To realise these goals, we formulated the following scientific hypotheses:  
**H1a. **: _The technical aspects of e-learning are evaluated higher than its soft aspects;_
**H1b. **: _The weakness of e-learning is verifying students' knowledge;_
**H2. **: _The student's assessment of the quality of e-learning is positively correlated with the ease of acquiring content in e-learning;_  
**H3a. **: _The better students know information technology, the higher they assess the level of quality of classes provided using e-learning;_
**H3b.