The idea of this thesis was to statistically analyze whether there is a difference in the level of assimilation of mathematical content when introducing the use of technology in teaching. The paper is divided into three parts. In the first part, the research conducted on sixth-grade students in elementary school is described. The students were divided into three groups, and the instructional unit ”Triangle Area” was approached differently in each group. The first group used traditional frontal teaching without the use of computers, the second group utilized technology along with frontal teaching, while the third group used a computer lab where each student had access to their own computer. Subsequently, testing was described to assess the knowledge assimilation. In the second part, a theoretical foundation for the statistical analysis using the test results was established. Basic concepts of statistics and probability were introduced, and explanations of statistical hypotheses and p-values were provided along with the presentation of the ANOVA test. In the third part of the paper, a statistical analysis was conducted, testing the hypothesis that different methods do not lead to a significant difference in the assimilation of the material. The results showed slight differences in the assimilation of the material between groups, with negligible fluctuations in task solving. The analysis suggested that students tended to forget formulas over time but retained a deeper understanding of concepts. Although one of the technology-using groups (group 2) showed slightly better results in testing, ultimately, using the ANOVA test, the null hypothesis could not be rejected. Finally, an additional analysis was conducted in R, and using linear regression, it was concluded that there is a relationship between final grades and test results for each of the examined groups.