Table 1.
Basic characteristics of participants (n = 674).
Table 2.
Internet accessibility, device usage, and attitude toward online classes during the COVID-19 pandemic.
Table 3.
Results of comparison of CBT score between students who selected answers listed below and students who selected otherwise.
Fig 1.
A comparison of IRT standard test scores between 2020 and 2021 and 2017 through 2019.
Upper whisker represents maximum observation, lower whisker represents minimum observation, circle symbols represent outliers, upper line of box represents third quartile, middle line of box represents median, lower line of box represents first quartile, and x represents mean. Significance level for * < .05, ** < .01, and *** < .001.
Fig 2.
Total scores between 2020 and 2021 and 2017 through 2019.
Upper whisker represents maximum observation, lower whisker represents minimum observation, circle symbols represent outliers, upper line of box represents third quartile, middle line of box represents median, lower line of box represents first quartile, and x represents mean. Significance level for * < .05, ** < .01, and *** < .001.
Table 4.
Summary of Kruskal–Wallis test score comparison, 2017–2021.
Table 5.
Dunn–Bonferroni test comparison of CBT sections between 2020 and 2021.