# Design and Research of a Virtual Laboratory for Coding Theory
## 3 Results
### Analysis of the Results of the Student Success Rate
#### 3.2.3 Conclusion of the Analysis  
Key findings about the comparison between control and experimental groups are summarized in Table 10.  
The mean rank from Table 8 of the experimental group is 72.86 and is higher than the mean rank of the control group, which is 46.14. Since the magnitude level of significance \(\alpha_{\rm{s}}=0.000<\alpha=0.05\), this ensures the statistical credibility of the conclusion that **the success rate of the experimental group is actually higher than the success rate of the control group**.  
The absence of a statistically significant difference between the control and experimental groups at the beginning of the study (equal start) and the presence of a statistically significant difference between the control and experimental groups at the end of the study (different end) prove the following:  
1. _Effectiveness of the training method_: the difference in average grades after the experiment shows that the web-based virtual laboratory had a positive impact on student achievements. Since the control of the initial conditions was equalized (no statistically significant difference before the beginning), it can be concluded that the training method itself was a key factor in improving the results of the experimental group.  
\begin{table}
\begin{tabular}{l l c c} \hline \hline
**Ranks** & & & \\ \hline  & **Group** & **N** & **Mean Rank** & **Sum of Ranks** \\ \hline \multirow{3}{*}{Average Test Scores} & Control & 59 & 46.14 & 2722.00 \\ \cline{2-4}  & Experimental & 59 & 72.86 & 4299.00 \\ \cline{2-4}  & Total & 118 & \\ \hline \hline \end{tabular}
\end{table}
Table 8: Results of the Mann–Whitney rank test.  
\begin{table}
\begin{tabular}{l c} \hline \hline
**Test Statistics \({}^{\bf{a}}\)** & \\ \hline \multicolumn{3}{c}{**Average Test Scores**} \\ \hline Mann–Whitney U & 952.000 \\ \hline Wilcoxon W & 2722.000 \\ \hline Z & \(-4.282\) \\ \hline Asymp. Sig. (2-tailed) & 0.000 \\ \hline \multicolumn{3}{l}{a. Grouping variable: group.} \\ \hline \hline \end{tabular}
\end{table}
Table 9: Statistical results of the non-parametric test.  
2. _Potential of technology in education_: the success of the experimental group suggests that using virtual labs may be a more effective way to learn than the traditional written method. Virtual labs likely provide greater opportunities for interactivity, visualization, and hands-on experiences that enhance understanding and absorption of material.
3. _Recommendation for implementation of new technologies_: the results of the experiment support the idea that integrating web-based platforms into the learning process can be beneficial. Based on these data, expanded use of such technologies can be recommended to improve learning outcomes and student engagement.
4. _Need for additional research_: despite the positive result, it is useful to conduct further research to evaluate the long-term effect of the use of virtual laboratories, as well as to examine different areas of learning to find out whether this method works equally effectively in different subjects.  
In summary, the experimental group using the web-based virtual laboratory achieved higher achievements, indicating that this learning method may have a significant advantage over the traditional written method.  
When comparing test scores between the control and experimental groups, it would be beneficial for the study to consider potential confounding variables that could affect the results, such as variations in teaching methods, student motivation, or prior knowledge. Utilizing methods like ANCOVA (Analysis of Covariance) could assist in accounting for these confounders, but will be the subject of future research.