Item | Sex | Total (%) N = 394 | P-value | |
---|---|---|---|---|
Male (%) N = 183 | Female (%) N = 211 | |||
The most concerned questions | ||||
Delay in study | 151 (82.5) | 155 (73.5) | 306 (77.7) | 0.031 |
Anxiety moods | 132 (72.1) | 144 (68.3) | 276 (70.1) | 0.401 |
Irregular daily schedule | 83 (45.4) | 97 (46.0) | 180 (45.7) | 0.903 |
Less exercise | 74 (47.0) | 89 (43.6) | 163 (41.4) | 0.726 |
In favor of online teaching | 158 (86.3) | 195 (92.4) | 353 (89.6) | 0.791 |
Spending extra time on electronic devices | ||||
1–3 h | 46 (24.9) | 46 (22.0) | 92 (23.4) | 0.504 |
3–5 h | 77 (41.6) | 77 (36.9) | 154 (39.1) | 0.332 |
5–7 h | 39 (21.1) | 56 (26.8) | 95 (24.1) | 0.186 |
7–9 h | 11 (6.0) | 20 (9.6) | 31 (7.9) | 0.182 |
More time | 12 (6.5) | 10 (4.8) | 22 (5.6) | 0.463 |
Attendance rate | ||||
Reduced | 24 (13.0) | 11 (5.2) | 35 (8.9) | 0.007 |
Unchanged | 122 (67.0) | 179 (84.7) | 301 (76.4) | < 0.001 |
Rose | 37 (20.0) | 21 (10.1) | 58 (14.7) | 0.005 |
Slack in online class | 63 (34.1) | 67 (32.1) | 130 (32.8) | 0.674 |
Good communication in online class | 59 (23.3) | 58 (27.5) | 117 (29.7) | 0.303 |
Better learning effect than offline education | 51 (27.6) | 32 (15.3) | 83 (21.1) | 0.003 |
Learning interest in online class | ||||
Rose | 51 (27.6) | 31 (14.9) | 82 (20.8) | 0.002 |
Unchanged | 90 (48.7) | 124 (59.3) | 214 (54.3) | 0.034 |
Decreased | 44 (23.7) | 54 (25.8) | 98 (24.9) | 0.638 |
Learning attention in online class | ||||
Rose | 54 (29.2) | 30 (14.4) | 84 (21.3) | < 0.001 |
Unchanged | 61 (33.0) | 97 (46.4) | 158 (40.1) | 0.007 |
Decreased | 70 (37.9) | 82 (39.2) | 152 (38.6) | 0.776 |
Better learning efficiency in class | 56 (30.2) | 35 (16.7) | 91 (23.1) | 0.001 |
Too much learning tasks | 100 (54.6) | 73 (34.6) | 173 (43.1) | < 0.001 |
Satisfaction with teaching quality | 125 (68.3) | 118 (55.9) | 243 (91.7) | 0.051 |