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. 2021 Aug 25;9:e12061. doi: 10.7717/peerj.12061

Table 5. Comparison of male and female perceptions of online classes: a Mann–Whitney U test results (p < 0.05).

Survey questions	Male, n = 750	Female, n = 357	p-Value
Survey questions	Mean ± SD	Mean ± SD	p-Value
My institution has an online learning management system (LMS) or Web site where all information about online classes is available	2.92 ± 1.28	2.97 ± 1.30	0.468^a
All key information about the course is available on LMS or the institution Web site	2.89 ± 1.28	2.93 ± 1.36	0.692^a
All course readings, assignments, and lectures are available online	3.12 ± 1.18	3.15 ± 1.26	0.587^a
Students are assisted in overcoming obstacles in accessing the classes or materials	3.01 ± 1.123	3.06 ± 1.15	0.565^a
Time allotted for online classes is sufficient	3.14 ± 1.11	3.17 ± 1.19	0.719^a
I am able to interact with teachers during online classes	2.97 ± 1.32	3.04 ± 1.37	0.401^a
I am able to interact with teachers after online class in the Q&A session	2.93 ± 1.32	2.98 ± 1.38	0.561^a
Every individual is given a chance to participate and pitch in their ideas during online classes	2.77 ± 1.28	2.79 ± 1.38	0.895^a
The teachers are well trained for online classes and are able to use the video conferencing app with ease	2.82 ± 1.45	2.87 ± 1.52	0.624^a
Attending classes from home hampers my attention and focus	3.38 ± 1.38	3.43 ± 1.44	0.402^a
Online classes are equally or more informative as compared with active learning on campus	1.89 ± 1.21	1.96 ± 1.31	0.613^a
Online learning fits in my schedules better than a typical day to day classes	1.84 ± 1.13	1.88 ± 1.21	0.837^a
Demonstration of practical/clinical/lab work by the instructor during online classes would help me learn in a better way	1.98 ± 1.29	2.12 ± 1.42	0.254^a
I would like to have these online sessions continued even after campus classes have started	1.81 ± 1.23	1.85 ± 1.27	0.785^a

Notes:

^a

p-Value calculated by using Mann–Whitney U test.

SD = standard deviation.