## 4 Analysis of the Results  
### Statistical Analysis of the Results  
The analysis has revealed statistically significant differences in the use of several question types, including Multiple Choice, True/False, Matching, Missing Word, Cloze, and Drag and Drop. This suggests that the training on the use of FTP has had a noticeable impact on the shift towards these types of questions. In Table 5, the results from the McNemar test--\(\chi^{2}\)--statistical analyses are listed. The contingency coefficient indicates that the most pronounced changes can be observed in Matching and Missing Word questions, while changes in Short Answer and Essay questions were less significant. The results suggest that the training intervention had a positive impact on the shift towards using certain types of questions, particularly Matching and Missing Word. This indicates that FTP facilitated the adoption of these types of questions. The data have been further analysed by separating the responses into two groups: STEM and non-STEM teachers. This separation allowed for an assessment of whether differences existed in the way teachers from each group responded to the training. Table 6 lists the McNemar test results on the question types use by disciplines. Significant changes were observed in the use of almost all question types in the STEM group. Matching and Missing Word questions exhibited the strongest associations with the training, suggesting that STEM teachers were particularly responsive to the new tools and strategies. However, no significant changes were observed in the use of any question type, indicating that the training has had a limited impact on non-STEM teachers. \begin{table}
\begin{tabular}{l c c c c} \hline \hline
**Group** & **Question Type** & \(\chi^{2}\) & \(p\)**-Value** & **Conclusion** & **C Coefficient** \\ \hline STEM & Multiple Choice & 11.67 & \textless{}0.05 & Reject H\({}_{0}\) & 0.26 \\ STEM & True/False & 5.45 & \textless{}0.05 & Reject H\({}_{0}\) & 0.16 \\ STEM & Matching & 13.92 & \textless{}0.05 & Reject H\({}_{0}\) & 0.29 \\ STEM & Short Answer & 1.44 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.09 \\ STEM & Missing Word & 12.96 & \textless{}0.05 & Reject H\({}_{0}\) & 0.29 \\ STEM & Cloze & 8.41 & \textless{}0.05 & Reject H\({}_{0}\) & 0.23 \\ STEM & Essay & 5.76 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.19 \\ STEM & Drag and Drop & 12.96 & \textless{}0.05 & Reject H\({}_{0}\) & 0.28 \\ NO STEM & Multiple Choice & 2.25 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.15 \\ NO STEM & True/False & 1.43 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.12 \\ NO STEM & Matching & 1.69 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.13 \\ NO STEM & Short Answer & 0.25 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.05 \\ NO STEM & Missing Word & 1.44 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.12 \\ NO STEM & Cloze & 3.36 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.18 \\ NO STEM & Essay & 3.13 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.17 \\ NO STEM & Drag and Drop & 0.25 & \textgreater{}0.05 & Fail to Reject H\({}_{0}\) & 0.05 \\ \hline \hline \end{tabular}
\end{table} 
Table 6: McNemar test results on the use of question types. \(p\)-value refers to the area under the density curve of the \(\chi^{2}\) distribution.