## 3 Results
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Item** & **Dependent Variable** & **Sum of Squares** & **df** & **Mean Square** & **F** & **Sig.** & \(\mathbf{n^{2}_{p}}\) \\ \hline F1.1. & The attractiveness of online activities & 5.80 & 2 & 2.90 & 2.73 & 0.06 & 0.03 \\ \hline F1.2. & Boredom induced by online activities & 7.26 & 2 & 3.62 & 4.29 & 0.01 & 0.05 \\ \hline F1.3. & Socializing in the online environment & 1.26 & 2 & 0.63 & 0.62 & 0.53 & 0.00 \\ \hline F1.4. & The level of stress in the online environment & 7.79 & 2 & 3.89 & 5.05 & 0.00 & 0.06 \\ \hline F1.5. & Participation in teaching activities & 4.84 & 2 & 2.42 & 3.49 & 0.03 & 0.04 \\ \hline F2.1 & Connecting to the online platform & 0.04 & 2 & 0.02 & 0.03 & 0.96 & 0.00 \\ \hline F2.2 & The quality of online communication & 0.91 & 2 & 0.45 & 0.71 & 0.49 & 0.01 \\ \hline F2.3 & The difficulty of teaching activities in the online environment compared to the classic ones & 0.17 & 2 & 0.08 & 0.07 & 0.93 & 0.00 \\ \hline F2.4 & Effects on financial costs & 0.15 & 2 & 0.07 & 0.10 & 0.90 & 0.00 \\ \hline F2.5 & Quality of conditions at home in online activities & 0.00 & 2 & 0.00 & 0.00 & 0.99 & 0.00 \\ \hline F2.6 & Adapting to the requirements of online activities & 4.75 & 2 & 2.37 & 3.44 & 0.03 & 0.04 \\ \hline F2.7 & The need for support from the institution to access the platform & 1.94 & 2 & 0.97 & 0.78 & 0.45 & 0.01 \\ \hline F2.8 & Personal level of IT skills for working on the platform & 0.33 & 2 & 0.16 & 0.22 & 0.79 & 0.00 \\ \hline F3.1. & Level of motivation to participate in online activities & 6.10 & 2 & 3.05 & 4.04 & 0.02 & 0.05 \\ \hline F3.2. & Degree of involvement in teaching activities & 5.45 & 2 & 2.72 & 3.87 & 0.02 & 0.05 \\ \hline F3.3. & Concern for the topics discussed at courses and seminars & 3.59 & 2 & 1.79 & 2.85 & 0.01 & 0.03 \\ \hline F3.4. & The effect on personal free time compared to the classic version & 1.35 & 2 & 0.67 & 0.97 & 0.38 & 0.01 \\ \hline F3.5. & Receiving a sufficient number of electronic teaching materials for the study & 2.04 & 2 & 1.02 & 1.33 & 0.26 & 0.01 \\ \hline F4.1. & The usefulness of online activities & 7.26 & 2 & 3.63 & 3.96 & 0.02 & 0.05 \\ \hline F4.2. & The quality of the online teaching act & 6.09 & 2 & 3.04 & 5.12 & 0.00 & 0.06 \\ \hline F4.3. & Perception of the evaluation act & 4.67 & 2 & 2.33 & 2.96 & 0.05 & 0.03 \\ \hline F4.4. & Final level of preparation if the online vs. classical teaching & 8.89 & 2 & 4.45 & 4.64 & 0.01 & 0.06 \\ \hline F4.5. & Existence of other concerns while participating in online classes & 9.56 & 2 & 4.78 & 4.39 & 0.01 & 0.05 \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Results of the analysis of univariate/univariate ANOVA at the level of each item of the questionnaire. of the variance determined by the independent variable, and the degree of involvement in teaching activities is a feature with significant associated value, having 5.1% of the variance attributed to the influence of age groups. The efficiency factor has the most measured features that obtain significant values of F: the usefulness of online activities, with 5.2% of the variance determined by the independent variable; the quality of the teaching act in the online version, with 6.6% of the variance; the estimated level of professional training if online activities would continue vs. the potential level of classical teaching, with 6.1% of the variance, respectively assuming the existence of other concerns that distract students attention from online activities, with 5.8% of the variance attributed to age groups. For the rest of the features measured by the other items, insignificant values and low or zero values of size effect/n2p were recorded. Table 4 shows the average scores and standard deviations obtained by each age group (under 20 years, 20-30 years, over 30 years), the differences between the averages of these groups for the 3 resulting pairs and the related significance thresholds.