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Abstract: Technology has changed the present education system in India. Internet has provided access to social networking sites such as Facebook, twitter, educational websites which are very popular among all college or university going students. It is well known that success in academic is very necessary for students to get in to higher studies. T...

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Context 1
... the present research survey we found that students use internet for different activities and studies. They used the websites approximately one to six hours (Table 1; Graph 1) per day for different kind of activities like studies, document writing, movies and videos, internet surfing for shopping, online games, e-mails, online chatting and creating presentations. ...
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... live with their parents in same house but they don't spend their time with parents or sibling due to these activities. In our survey we found that 30% students spent almost 4 hours with family whereas 10% student told that they have just 1 hour for family (Table 1; Graph 2). ...
Context 3
... students who performed significantly low in academics told that they have suffered from exam anxiety due to family issues and exam phobia. 70% students blamed improper preparations whereas 80% student told wastage of time in chatting is the cause of their low academic performance (Table 1; Graph 6). ...


... Many studies have shown that learning in an online environment assisted by technology can increase activity, interest, and motivation in students (Moreno & Bartolomo, 2021). Inquiry learning often requires searching for information through the internet such as collecting background information, and further understanding a topic, so that research via the internet can also be understood as a practice using the world wide web, as a way of collecting information (Muralidharan et al., 2018). ...
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The era of 21st-century learning requires students to have various abilities to overcome the complexities of society modern. This creates a breakthrough in learning by implementing an inquiry approach using a web-based socio scientific issue. Learning supported by the use of web-based inquiry can be accessed and implemented online and offline so that learning can become blended learning. The socio scientific issue raised in this study because to determine the level of students' knowledge of the problems in their environment. Samples that were used in this study were 32 junior high school students who were selected by random sampling technique in class. The research method used is a time series design where the pretest and posttest are carried out twice on different materials, namely water pollution and air pollution. Data analysis using normalized gain to determine the effectiveness of the use of web-based inquiry based on socio scientific issues. Based on this research, the average value of the first pretest is 17.53 and the posttest has increased to 26.78 so that the normalized gain value is 0.41 with the following criteria: currently. In the second pretest, the average score of students is 19 with the post-test average being 39.94 so the normalized gain obtained is 0.57 with moderate value criteria. The aspect of the value of socio scientific ability is also an issue measured by the results. In the first pretest and posttest with the topic of water pollution, aspects of evaluating information experienced an increase with a normalized gain value of 0.44 with moderate criteria, and the pretest and posttest values of the aspects of making decisions also increased with a normalized gain value of 0.39 with moderate criteria. On the pretest and the second post-test with the topic of air pollution aspects of evaluating issues have increased with a gain value Normalized value is 0.54 with moderate criteria, and for the aspect of making decisions to increase the normalized gain is 0.59 with moderate criteria.
... Inquiry learning often demands searching for information over the Internet, whether that is for the purpose of knowing the state-of-the-art of a subject, collecting background information, further understanding a topic, etc. Internet research, understood as the practice of using the World Wide Web, has nowadays become the most common way of gathering formal and informal information. Moreover, learning using the Internet has become one of the most vital factors for academic success in HE [14][15][16]. ...
... Learning using the Internet is a crucial factors for academic success in HE [14,15]. Prior research has shown that each student's Internet-based learning includes diverse requirements with regard to planning the search, collecting, comparing, evaluating, selecting, and applying information in a critical manner [19,65]. ...
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Many active, inquiry-based learning activities nowadays rely upon the students' capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP the search for an answer to a generating question (Q 0) leads to a sequence of derived questions and answers, which are modeled using a Q-A map. We have investigated the benefits of using SRPs and Q-A maps to improve Web-based inquiry learning. We designed an SRP for a course on Information and Communication Technologies (ICT), belonging to an Engineering degree. The class-session SRPs revolved around Q 0 questions such as 'What is a «firewall»?', 'What are the main features of 5G?' etc. Our results, based on the analysis of six courses conducted between 2015/16-2020/21, show that the SRP is an enriching tool for learning ICT: content expands beyond that of the traditional course and is maintained up-to-date. Students are engaged and motivated by the active-search activity. In addition, the SRP helps in improving the students' skills in searching and selecting information on the Internet. The Q-A maps served both the students, to structure their Web inquiry, and the teacher, to monitor the learning study process.
... In the 21 st century, students' learning using the Internet has become one of the most vital factors for academic success in higher education (HE) (Weber et al., 2018a;Truzoli et al., 2019;Torres et al. 2016;Muralidharan et al., 2018;Mishra et al., 2014). Recently, besides formal HE learning-and-teaching opportunities, a parallel information and learning environment has been established: Students studying in university settings do not exclusively use formally approved learning materials (e.g., textbooks), but also rely on the Internet as their main source of information with increasing frequency and extent, even during classes (Brooks, 2016;Persike & Friedrich, 2016). ...
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.
... Even if we use the internet in professional way, there still be a limitation in using the internet. Excessive use of the internet, more than 6 hours a day, will adversely affect student academic achievement (Muralidharan L., & Gaur S., 2018). Therefore, the role of parents is also very important in dealing with this. ...
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In the last decade, the development of technology has been growing rapidly. Internet—as a part of technology—became one of the very important things for many people. The usage of internet had been increasing in the last few years. It happened to people with various backgrounds and ages around the world. There is an interesting phenomenon that nowadays internet usage behavior is not only happened to adult but also happened to student at school. Some studies have found that internet usage had negative effect on student’s academic performance. But another study emphasized that positive internet usage behavior gave significant effect on academic outcome. In this study, we distinguish internet usage behavior into two categories, viz. general internet user and professional internet user. General internet user refers to internet usage behavior that focus on communication and entertaining purposes. Otherwise, professional internet user refers to productive activities in using internet like searching for information and doing some works that are relevant to assist finishing academic’s tasks. This study aims to find the influence of internet usage—general and professional—on student’s academic performance in Indonesia. Internet usage behavior measured by 2019 Student’s National Examination Survey from Center for Educational Assessment Indonesia. While, student’s academic performance represented by 2019 Indonesian National Examination Score. In addition, studies found that student’s socio-economic status (SES) had influence on their pattern of internet use. Then, this study determined SES as control variable in order to find comprehensive explanation about impact of internet usage on student’s academic outcome.