## 3 Results
Table 10 indicates the outcomes of the questionnaire for the efficiency factor (univariate test). All these tables indicate the description of the items, the scores for each item on the Likert scale and the grade that accompanies them, separately on the four building factors of the questionnaire, as well as the percentage of students who prefer that score. The tables also present the average values by sex and area, the differences between the averages, the values of F with the corresponding significance thresholds and effect size expressed by partial eta squared (\(\eta^{2}_{\text{p}}\)). Only 2% of those surveyed indicate the online teaching option as unattractive, and at the opposite end, 12.2% find it very attractive. The differences between the sex scores are insignificant, but those between the areas are significant (F = 5.04, \(p\) = 0.026, \(\eta^{2}_{\text{p}}\) = 0.034), so those in urban areas consider it more attractive than those in rural areas. Only 1.4% are constantly bored; boys and students from rural areas present values that indicate \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline  & **Scale/percent** & **5 Very useful 7.5\%** & **4 Useful 38.1\%** & \begin{tabular}{c} **3 Medium useful** \\ **27.9\%** \\ \end{tabular} & \begin{tabular}{c} **2 Less useful** \\ **24.5\%** \\ \end{tabular} & **1 Useless 2\%** \\ \cline{2-7}  & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\eta^{2}_{\text{p}}\) \\ \cline{2-7}  & **Boys** & 3074 & \(-\)0.315 & 3.568 & 0.061 & 0.024 \\ \cline{2-7}  & **Girls** & 3390 & & & & \\ \cline{2-7}  & **Lrban** & 3360 & 0.256 & 2.357 & 0.127 & 0.016 \\ \cline{2-7}  & **Rural** & 3104 & & & & \\ \hline  & **Scale/percent** & **5 Very good 24.5\%** & **4 Good 51\%** & \begin{tabular}{c} **3 Average level** \\ **21\%** \\ \end{tabular} & **2 Weak 2.7\%** & \begin{tabular}{c} **1 Very weak** \\ **0.7\%** \\ \end{tabular} \\ \cline{2-7}  & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\eta^{2}_{\text{p}}\) \\ \cline{2-7}  & **Boys** & 3833 & \(-\)0.233 & 2.926 & 0.089 & 0.020 \\ \cline{2-7}  & **Girls** & 4066 & & & & \\ \cline{2-7}  & **Urban** & 4050 & 0.201 & 2.176 & 0.142 & 0.015 \\ \hline  & **Scale/percent** & \begin{tabular}{c} **5 Certainly** \\ **objective 38.1\%** \\ \end{tabular} & \begin{tabular}{c} **4 Objective** \\ **34.7\%** \\ \end{tabular} & \begin{tabular}{c} **3 Quite objective** \\ **23.1\%** \\ \end{tabular} & **2 Weak 3.4\%** & \begin{tabular}{c} **1 Very weak** \\ **0.7\%** \\ \end{tabular} \\ \cline{2-7}  & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\eta^{2}_{\text{p}}\) \\ \cline{2-7}  & **Boys** & 3949 & & & & \\ \cline{2-7}  & **Girls** & 4172 & & & & \\ \cline{2-7}  & **Urban** & 4131 & & & & \\ \cline{2-7}  & **Rural** & 3989 & 0.142 & 0.833 & 0.363 & 0.006 \\ \hline  & **Scale/percent** & **5 Very good 4.8\%** & **4 Better 9.5\%** & \
\begin{tabular}{c} **3 The same** \\ **29.3\%** \\ \end{tabular} & **2 Worse 42.9\%** & **1 Very bad 13.6\%** \\ \cline{2-7}  & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\eta^{2}_{\text{p}}\) \\ \cline{2-7}  & **Boys** & 2517 & & & & \\ \cline{2-7}  & **Girls** & 2412 & 0.105 & 0.367 & 0.546 & 0.003 \\ \cline{2-7}  & **Urban** & 2551 & & & & \\ \cline{2-7}  & **Rural** & 2377 & 0.174 & 1.014 & 0.316 & 0.007 \\ \hline  & **Scale/percent** & **5 Never 20.4\%** & **4 Rarely 35.4\%** &
\begin{tabular}{c} **3 Sometimes** \\ **27.2\%** \\ \end{tabular} & **2 Often 13.6\%** & **1 Always 3.4\%** \\ \cline{2-7}  & **Indicator** & **Mean** & **Dif.** & **F(1.143)** & **Sig.** & \(\eta^{2}_{\text{p}}\) \\ \cline{2-7}  & **Boys** & 3526 & & & & \\ \cline{2-7}  & **Girls** & 3543 & \(-\)0.017 & 0.008 & 0.927 & 0.000 \\ \cline{2-7}  & **Urban** & 3648 & & & & \\ \cline{2-7}  & **Rural** & 3421 & 0.228 & 1.539 & 0.217 & 0.011 \\ \hline \hline  & \multicolumn{7}{c}{—the mean difference is significant at the 0.05 level.} \\ \end{tabular}
\end{table} 
Table 10: The results of the questionnaire for the efficiency factor (univariate test).