. 2021 Feb 26;57(4):1765–1773. doi: 10.1111/ppc.12747

Table 1.

Evaluation of attitudes towards distance education scale scores according to the students' characteristics

	Attitudes towards distance education scale scores			Test value
	n	Min–max (median)	Mean ± SD	p
Age (year)
≤20	117	57–170 (101)	100.62 ± 22.90	χ ²: 2.844
21–30	196	43–175 (105)	102.36 ± 25.98	.241^a
≥31	5	53–118 (105)	96.00 ± 25.56
Sex
Female	248	43–175 (103)	101.94 ± 24.89	t: 0.427
Male	70	47–161 (103)	100.50 ± 24.76	0.670^b
Program studied
Undergraduate	302	47–171 (103)	101.33 ± 24.21	t: −0.910
Graduate	16	43–175 (109.5)	107.13 ± 35.20	.364^b
Class
First year	94	43–169 (101.5)	99.71 ± 21.69	F: 1.252
Second year	41	51–170 (100)	100.34 ± 27.52	.291^c
Third year	87	53–175 (105)	106.00 ± 25.25
Fourth year	96	47–163 (104.5)	100.06 ± 26.01
Type of the place of accessing classes
Home	303	43–175 (103)	101.89 ± 25.05	χ ²: 1.157
Work	10	66–120 (105.5)	99.70 ± 15.47	.561^a
Other	5	47–121 (87)	88.80 ± 27.22
Tools used to access classes
Mobile phone	102	47–161 (103)	101.16 ± 22.90	χ ²: 3.839
Tablet computer	7	79–106 (87)	91.14 ± 10.38	.279^a
Laptop	190	43–175 (104.5)	102.42 ± 25.91
Desktop computer	19	55–166 (100)	100.00 ± 27.91
Time of experience with distance learning (year)
<1	234	43–175 (102)	99.53 ± 22.54	F: 3.800
1–2	49	50–171 (107)	104.94 ± 31.39	.023^c, ^*
≥3	35	53–168 (109)	110.94 ± 27.23
Level of computer using skills
Bad	29	43–144 (103)	97.03 ± 24.09	F: 1.2316
Medium	144	51–169 (102)	99.63 ± 22.93	.269^c
Good	120	47–175 (103.5)	104.72 ± 27.40
Very good	25	50–156 (109)	103.56 ± 22.58
Opinion on the advantages of distance education
Advantageous	74	56–175 (111.5)	119.58 ± 25.12	F: 39.335
Neutral	126	53–158 (105)	103.73 ± 17.73	.001^c, ^**
Not advantageous	118	43–168 (87.5)	88.10 ± 23.41

Abbreviation: ANOVA, analysis of variance.

^{^a}

Kruskal–Wallis test

^{^b}

Student's t test

^{^c}

One‐way ANOVA

p < .05

^**

p < .01.