Learning is a complex process that requires consideration of numerous factors. Assessing the results of learning material acquisition not only provide a numerical evaluation of how well students have mastered knowledge and skills, but also allows enables timely interventions to enhance motivation, engagement and overall academic performance, particularly when results are low or begin to decline. This paper presents the results of statistical analysis of students’ academic performance across four study groups using the Kruskal-Wallis test and Dunn's test. These statistical tests were employed to identify statistically significant differences in the level of learning between the groups. In the experiment, the Kruskal-Wallis test revealed statistically significant differences between the groups. Dunn's test facilitated pairwise comparisons to determine which groups differed significantly. Both tests are non-parametric and were chosen because the analyzed data were not normally distributed, as confirmed by the Shapiro-Wilk test. As a result of the analysis, a group with consistently low scores was identified, and practical recommendations were proposed to improve the educational process and enhance their academic performance. This study underscores the importance of using statistical methods to analyze educational data and make informed decisions to improve the effectiveness of the educational process.