. 2023 Aug 5;15(8):e42994. doi: 10.7759/cureus.42994

Table 5. Evaluation of potential associations for factors affecting online learning.

The p-value represents asymptotic two-sided significance. OL: Online learning; df: Degree of freedom; NA: Not applicable; a: 0 cells (.0%) have an expected count of less than five. The minimum expected count is 5.69; b: 1 cell (10.0%) has an expected count of less than five. Therefore, the minimum expected count is 4.70.

Comparison	Chi-Square	Value	df	P-value
Gender vs. Poor Economic/Financial Effect of OL
	Pearson Chi-Square	18.418^a	4	0.001
	Phi	0.160	NA	0.001
	Cramer's V	0.160	NA	0.001
Gender vs. Poor Psychological Effect of OL
	Pearson Chi-Square	16.866a	4	0.002
	Phi	0.153	NA	0.002
	Cramer's V	0.153	NA	0.002
Gender vs. No Psychological Effect of OL
	Pearson Chi-Square	16.596^b	4	0.002
	Phi	0.152	NA	0.002
	Cramer's V	0.152	NA	0.002
Students' concentration vs. University Instructors' Efficiency for OL
	Pearson Chi-Square	176.696^a	10	0.000
	Phi	0.495	NA	0.000
	Cramer's V	0.350	NA	0.000
Gender vs. Students' Satisfaction Toward OL
	Pearson Chi-Square	10.48	9	0.313
Gender vs. Improved Use of Audiovisual Tools for OL
	Pearson Chi-Square	10.48	9	0.276