Table 1.
Dependent results of the study.
| Physical Well-Being |
Gender
N = 1749 |
Age
N = 1783 |
||||
|
Boys
N = 903 |
Girls
N = 846 |
9–12
N = 275 |
13–15
N = 591 |
16–17
N = 654 |
18–20
N = 263 |
|
| It was terrible, and with distance education, it became even worse | 9.1% | 11.3% | 5.5% | 12.0% | 13.1% | 12.9% |
| It was terrible, and with distance education, it stayed that way | 7.3% | 11.0% | 5.5% | 11.5% | 10.1% | 8.4% |
| It was terrible, and with distance education, it became good | 10.6% | 9.0% | 5.5% | 5.9% | 13.6% | 12.2% |
| It was good, and with distance education, it became terrible | 33.3% | 36.5% | 40.4% | 38.1% | 29.5% | 31.2% |
| It was good, and with distance education, it stayed that way | 29.7% | 24.6% | 32.4% | 24.0% | 24.2% | 28.1% |
| It was good, and with distance education, it became even better | 10.0% | 7.6% | 10.9% | 8.5% | 9.5% | 7.2% |
| Leisure Time |
Gender
N = 1749 |
Age
N = 1783 |
||||
|
Boys
N = 903 |
Girls
N = 846 |
9–12
N = 275 |
13–15
N = 591 |
16–17
N = 654 |
18–20
N = 263 |
|
| It was terrible, and with distance education, it became even worse | 6.1% | 7.0% | 2.9% | 7.6% | 7.2% | 7.2% |
| It was terrible, and with distance education, it stayed that way | 8.1% | 7.2% | 5.5% | 8.8% | 8.9% | 6.8% |
| It was terrible, and with distance education, it became good | 13.7% | 15.2% | 9.8% | 14.0% | 16.5% | 17.9% |
| It was good, and with distance education, it became terrible | 20.0% | 26.6% | 22.5% | 22.3% | 23.4% | 24.3% |
| It was good, and with distance education, it stayed that way | 33.6% | 30.9% | 42.2% | 33.8% | 26.1% | 28.9% |
| It was good, and with distance education, it became even better | 18.5% | 13.1% | 17.1% | 13.4% | 17.9% | 14.8% |