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Table 2 Learning effect of students regarding online learning (male vs. female)

From: Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

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