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Internet Usage and Academic Performance: A Study in a Malaysian Public University


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Introduction: Internet is the most wanted information and communication technology that brought the worldwide revolutionary change in the information scenario. It helps students to broaden their academic knowledge, research and assignments by accessing to the information world and also by easy communication to their academic community. Though there are many benefits linked with Internet use, there has been a growing concern regarding the risk associated with Internet overuse. It is reported that Internet has a significant decrement onto students' performance. This study aimed to determine the association between Internet usage and academic performances of students in a public University of Malaysia. Methodology: This was a cross sectional study conducted in a Malaysian Public University among 186 year-4 medical student of session 2011-2012. It used the Internet Addiction Diagnostic Questionnaire instrument which contained eight questions and were asked to answer either 'Yes" or "No" responses. Respondents who answered five or more answer as "Yes" were designated as dependent Internet user. Results: Majority (73%) of the respondents were female and resided in campus (69%). Thirty six students (20.5%) were identified as dependent Internet users. Internet user > 6 hours were observed to have higher CGPA (p = 0.003). No significant difference was detected between CGPA of dependent and non dependent Internet users. A total of 64.4% respondents perceived that internet acts as supplement to the information given by the lectures. Conclusions: Medical students with high internet usage are associated with higher academic performance.
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International Medical Journal Vol. 22, No. 2, pp. 83 - 86 , April 2015
Internet Usage and Academic Performance: A Study in a
Malaysian Public University
Harlina Halizah Siraj, Abdus Salam, Nurul Ashiqin bt Hasan, Tan Hiang Jin,
Raihanah Binti Roslan, Muhammad Nazam Bin Othman
Introduction: Internet is the most wanted information and communication technology that brought the worldwide revolu-
tionary change in the information scenario. It helps students to broaden their academic knowledge, research and assignments by
accessing to the information world and also by easy communication to their academic community. Though there are many bene-
fits linked with Internet use, there has been a growing concern regarding the risk associated with Internet overuse. It is reported
that Internet has a significant decrement onto students' performance. This study aimed to determine the association between
Internet usage and academic performances of students in a public University of Malaysia.
Methodology: This was a cross sectional study conducted in a Malaysian Public University among 186 year-4 medical student
of session 2011-2012. It used the Internet Addiction Diagnostic Questionnaire instrument which contained eight questions and
were asked to answer either 'Yes" or "No" responses. Respondents who answered five or more answer as "Yes" were designated
as dependent Internet user.
Results: Majority (73%) of the respondents were female and resided in campus (69%). Thirty six students (20.5%) were
identified as dependent Internet users. Internet user > 6 hours were observed to have higher CGPA (p = 0.003). No significant
difference was detected between CGPA of dependent and non dependent Internet users. A total of 64.4% respondents perceived
that internet acts as supplement to the information given by the lectures.
Conclusions: Medical students with high internet usage are associated with higher academic performance.
internet usage, academic performance, internet addiction
Received on September 17, 2013 and accepted on December 22, 2014
Department of Medical Education, University Kebangsaan Malaysia
Correspondence to: Harlina Halizah Siraj
Internet is a large computer network created out of some thousands
of interconnected networks that support a whole range of services such
as electronic, file transfer protocol, database access and many others
(Ogedebe et al. 2004). In this modern world, internet is the most
required information and communication technology that brought a rev-
olutionary change in the information scenario. Today there are more
than 2 billion internet users around the world (Internet world stats
2012). Use of internet in school campus and society has been increased
and it becomes an important part of student life (Chou et al. 2005).
Internet is also used by the teachers to lay down their learning materials
(Jones and Madden 2002).
Many researchers have examined the influence of internet on stu-
dent. It helps students to broaden their academic knowledge by access-
ing to the information world and also by easy communicating to their
academic community. It is a valuable source to retrieve information for
their research and assignments. (Tella 2007). Internet also acts as a
media for social interaction and entertainment. By using the social net-
work sites, e-mails, chats, blogs etc. one can interact with others. Online
games, songs, videos, and films are the different ways of entertainment
through the internet. Reports showed that 91% of adult internet users
uses e-mail, 38% uses instant messaging and 35% uses social network
site for communication with each other (Jones 2009).
In term of education, researchers have evaluated the impact of inter-
net usage on university students’ academic performance. A vast majority
of people agreed internet improves their grades of academic perfor-
mance (Jones 2002). Using appropriate search word, one can easily
download the information from over 50 million websites. (Tella 2007).
A study in University of Botswana also proved that the internet has
enhances their GPA. The students use the internet to obtain course-relat-
ed information, communications and finishing assignments. The faculty
itself also invested a lot of resources for learning purposes (Tella 2007).
However, there are negative effects of internet use on the academic life
of a student if they are unable to control their internet use for these
social interaction or entertainment.
Though there are many benefits linked with internet use, there has
been a growing concern regarding the risk associated with internet over-
use. There are many ongoing researches that showed that students become
addicted to the internet (Young and Rodgers 1998; Nalwa and Anand
2003; Thomas and Martin 2010) and caused academic failure (Young
1998; Subrahmanyam, Greenfield and Tynes 2001; Kheirkhah, Juibary
and Gouran 2010). Internet has a significant decrement onto students’ per-
formance (Robert 2001). Study shows that excessive internet use has neg-
ative implication towards academic performance. This is due to excessive
use of internet may impair functioning and results in compromise grades
or responsibilities (Scherer 1997). It was reported that 50% of university
students were dismissed for academic failure due to excessive internet use
(Kubey et al. 2001). In another survey on 283 undergraduates, excessive
internet users were considered as 'pathological users'; these students spend
an average of 8.5 hours per week in using internet (Morahan-Martin and
Schumacher 1997). Goldberg defined internet addiction when the individ-
ual experiences "decreased occupational, academic, social, work-related,
C 2015 Japan Health Sciences University
& Japan International Cultural Exchange Foundation
Harlina H. S. et al.
family-related, financial, psychological, or physiological functioning"
(Bellamy and Hanewicz 2001). He suggests that a parallel of Internet
Addiction Diagnostic (IAD) would be pathological gambling. Young
(1996) expressed internet addiction as an impulse-control disorder which
does not involve intoxicant. She stated that problematic Internet users
show similar symptoms to those who suffer from pathological gambling
as well as dependency on alcohol and drugs.
In Malaysia, the internet service was started since 1992 through the
internet service provider 'Jaring' (Ministry of Education 1997). Now it
becomes an integral part of the student life. Hence we intended to see the
role of internet among Universiti Kebangsaan Malaysia (UKM) students.
The objective of this study was to identify the internet dependency rate
among UKM medical students and to determine relationship between
internet use and academic performance. This study also intends to realize
the student's perceptions how internet usage affects academic performance.
This cross sectional study was conducted using an online question-
naire to all 234 year-4 UKM medical students of academic session
2011-2012. Data was collected by using the Internet Addiction
Diagnostic Questionnaire (IADQ) (Young 1998). Demographic data on
gender and residency were also collected.
The IADQ is a widely utilized screening instrument examining
compulsive Internet use. The instrument is an eight-item questionnaire
that examines symptoms of Internet addiction such as (1) users feeling
of preoccupation with the Internet use (2) feeling of need to use Internet
with increasing amount of time (3) feeling of repeatedly made unsuc-
cessful effort to control, cut back or stop Internet use (4)feeling of rest-
less, moody, depressed or irritable when attempting to cut down or stop
Internet use (5) staying on-line longer than originally intended (6) ever
failed an exam because of the Internet (7) lied or concealed the extent of
Internet use to family members (8) used Internet as a way of escaping
from problems or relieving a dysphoric mode. Each participant was
asked to answer each question by choosing from 'yes' or 'no' response.
Respondents who met five or more 'yes' answer of the items were classi-
fied as dependent users and those who did not meet at least five of the
questions were classified as Non-dependent users. Survey was also done
to assess the time spend on internet per day and also to detect the pur-
pose of internet use. In addition, five decision scenarios were developed
to assess the user's perceptions how internet usage affects academic per-
formance. Students were asked to choose only one decision. All answers
were kept private and confidential.
Consent was taken from all the participants regarding the participa-
tion and also to disclose their cumulative grade point average (CGPA)
of semester 1 year 4. Exclusion criteria were those who did not give
consent. Before administering the survey questionnaire a pilot test was
done on 10 undergraduate students, each of whose felt that the survey
instructions and items were easily understandable and appropriate for
study with the intended university student population. The results were
analyzed using SPSS version 18. Statistical test was done using ANOVA
and student t test.
Demographic data in terms of gender and residency of the respon-
dents was shown in Table 1. Out of 234 medical students, 176 complet-
ed and returned the questionnaire, giving the response rate of 75.2%.
One hundred and twenty nine students (73%) were female and 47 (27%)
were male. This corresponds to the male: female student ratio of the
Table 1. Demographic data of the respondents, n = 176
Variables Frequency (n) Percent (%)
Male 47 27
Gender Female 129 73
Hostel 121 69
Residency Out Campus 55 31
Table 2. Duration of internet use on weekdays and week-
ends by the respondents
Internet use Duration Frequency Percent
(hours) (n) (%)
< 6 126 71.6
On weekdays ≥ 6 50 28.4
< 6 80 45.5
On weekends ≥ 6 96 54.5
Table 3. Purpose of Internet use in percentage among different
gender and residencies.
Purpose of Percentage distribution of Internet users
Internet use Gender Residency
Male Female Hostel Out-campus Mean
Course 74.5 87.6 86.9 77.8 84.1
Entertain 68.1 79.1 73 83.3 76.1
Assignment 55.3 77.5 73.8 66.7 71.6
Non-course 38.3 45.0 44.3 40.7 43.2
Chat 63.8 28.7 40.2 33.3 38.1
Email 25.5 39.5 39.3 27.8 35.8
Download 38.3 31.8 26.5 38.2 33.5
Play game 23.4 7.0 8.2 18.5 11.4
Download 10.6 2.3 0.8 13.0 4.5
Create web 2.1 1.6 1.6 1.9 1.7
Table 4. Correlation between duration of internet use during
weekdays and weekends and CGPA
Internet use Duration performance (CGPA) Test p
Mean ± SD
< 6 hours 3.02 ± 0.29
Weekdays ≥ 6 hours 3.19 ± 0.26 t = 0.399 0.003
< 6 hours 3.06 ± 0.25
Weekends ≥ 6 hours 3.08 ± 0.33 t = 0.749 0.677
Table 5. Relationship between duration of internet use and
Internet dependency among Dependent and Non-
depedent user in weekdays and weekends
Internet dependency
Internet use Duration Dependent Non-dependent
(hours) user user
n (36) % (20.5) n (140) % (79.5)
< 6 20 55.6 106 75.7
On weekdays ≥ 6 16 44.4 34 24.3
< 6 12 33.3 68 48.6
On weekends ≥ 6 24 66.7 72 51.4
Table 6. Correlation between Internet dependency and CGPA
Internet dependency CGPA Test p
Mean ± SD
Dependent Internet user 2.97 ± 0.37
t = 6.782 0.092
Non-dependent Internet user 3.10 ± 0.27
Internet Usage and Academic Performance 85
university. Regarding the residency of the students, 121(69%) students
were resided in hostel while 55(31%) were resided out-campus.
Table 2 revealed the respondents' time spent for the internet during
weekdays and weekend. There were 126 respondents (71.6%) who used
the internet for < 6 hours while 50 (28.4%) respondents spent at least ≥
6 hours for the internet on weekdays. However, during weekends, the
number of internet users for > 6 hours were increased. There were 80
(45.5%) users for < 6 hours compared to 96 (54.5%) for ≥ 6 hours.
Table 3 showed the purpose of Internet use and their percentage dis-
tribution in different gender and residencies. On average, 84% respon-
dents used Internet for course related information while around 2%
respondents used Internet to create webpage. In between the purposes of
Internet used were entertainment, assignment, non-course related, chat,
e-mail, down load music, game and play game.
Table 4 showed the relationship of duration of Internet usages
during weekdays and weekends with academic performance in terms of
cumulative grade point average (CGPA). Significant relationship was
observed between CGPA and Internet usage during weekdays (p =
0.003). However, there was no significant relationship between Internet
use and CGPA during weekends (p = 0.677).
Table 5 revealed that the rate of internet dependency and their rela-
tionship with internet use in weekdays and weekends. Dependent inter-
net users were 36 (20.45%) while 140 (79.5%) were non-dependent
users. Among the dependent users during weekdays, 16 (44.4%) used
the internet ≥ 6 hours and 20 (55.6%) used < 6 hours. Among the
non-dependent users, 34(24.3%) used the internet ≥ 6 hours and 106
(75.7%) used < 6 hours during weekdays. There was a significant rela-
tionship between internet dependency with duration of internet use
during weekdays (p = 0.017). During weekends, among the 24 (66.7%)
dependent internet users used the internet for ≥ 6 hours while 12(33.3%)
used < 6 hours. Meanwhile 72(51.4%) of non-dependent internet users
used the internet at least 6 hours while 68(48.6%) of them used < 6
hours. No significant relationship between internet dependency with
duration of internet use during weekends was observed (p = 0.10).
Increased numbers of students were found to use internet for 6 hours
in both dependent and independent user groups.
Correlation between Internet dependency and CGPA which revealed
no significant relationship between Internet dependency and CGPA was
shown in Table 6
Figure 1 showed the student perception on the impact of internet
usage towards academic performance where 64.4% of the respondents
perceived that Internet acts as supplement to the information given by
the lectures.
Internet has become an integral part of our society. There is no
doubt that internet brings benefits to the users, however there are nega-
tive impacts that are identified by the researchers which includes
impaired academic performance, health problems, personal relationship
problems and social dysfunction (Wanajak 2011). Researchers reported
psychological problems including social isolation, depression, loneli-
ness, and difficulties with time management are related with over inter-
net use (Young and Rodger1998). This study explored the impact of
internet use on the academic performance of the medical students.
Nearly, three fourth of the respondents in this study were female
(73%) and around one fourth (27%) were male (Table 1). Regarding
time spend on internet, 71.6%, and 45.5% used internet <6 hours during
weekdays and weekends respectively while 28.4% and 54.5% respon-
dents spend at least >6 hours on weekdays and weekends respectively
(Table 2). It is obvious that internet use for >6 hours has been increased
during the weekend (55%) compared to weekend (29%). This result is
similar to the study of Young (2006) where internet use has increased
during weekend compared to the weekdays.
The main purposes of Internet use were to obtain course related
information as stated by 84.1% respondents while 76.1% stated for
entertainment purpose and 71.6% opined as to complete assignment
(Table-3). This result corresponds with Livingstone and Bober (2005)
who reported that 90% of the participants used the Internet for school or
college work. Similarly, Kumar and Kaur (2006) have found that 72.2%
respondents used the Internet for education purpose while 50.8% for
research. Jones and Madden (2002), reported that 73% of the college
students used Internet more than that of library for retrieving their
research material. They found Internet as an easy way to communicate
with teachers, do research and access library. Survey in Australian
University revealed that 885 students used Internet for course related
research (Foster 2000). Recent study in Malaysia by Lauran et al (2013)
revealed that 98.3% students' have access to website for search of infor-
mation and assignment as it is faster and easier. However, regarding the
use of Internet as a communicating medium, our study finding is not so
obvious. It is less than 40%. Similar study in UiTM showed that they
depend on Internet very much for their communication. They reported
the use of email and chatting was 96.7% and 70% respectively for com-
munication (Lauren et al, 2013). It is very surprising that < 40 % stu-
dents uses email or chatting for their communication. Further study may
reveal the exact reason for this.
Correlation between CGPA and duration of Internet use showed that
higher CGPA was observed among the users who used internet ≥ 6
hours in both weekdays and weekends (Table 4). However, it is only
significant during weekdays (p = 0.003). Similar reports were revealed
in the study done by Young (2006) where students with higher average
academic grades tended to spend more time using the Internet than oth-
ers. Asdaque, Khan and Rizvi (2010) reported students who used inter-
net for downloading assignment and books/journal have higher CGPA
as compared to those who used internet for other than assignment or
downloading software/songs. Mathew and Schrum (2003) also reported
affirmative association between academic performance and quantity of
time used for internet per week. In this era of IT world, internet actually
helps students to achieve their academic performance.
Thirty six respondents (20.45%) were identified as dependent inter-
net users (Table 5). This value is less than the value obtained in Nepal.
Study in Nepal revealed that among 130 students, 40% had mild addic-
tion, 41.53% had moderate addiction and 3.07% had severe addiction.
About 31.53% felt restlessness when deprived of Internet (Pramanik et
al 2012). However the scale used for detection of Internet addiction is
different in both these studies. There are few studies examined the gen-
der as a predicting factor for internet addiction. Scherer (1997) reported
significantly large proportion of male (71%) are internet dependent
compared to the female (29%) whereas in the non dependent group
there were equal number of male and female (50% vs 50%). Our study
did not evaluate the result among different gender and future study can
be done in this respect.
Figure 1. Student perception on the impact of internet usage towards academic performance. A total, 64.4% of the respondents agreed
that internet acts as supplement to the information given by the lectures.
Harlina H. S. et al.
There was no significant difference observed between Internet
dependency and CGPA (Table 6). This revealed that Internet dependen-
cy actually does not influence the academic result. Significant relation-
ship was observed with higher CGPA and time spends on internet. This
could be explained by the fact that the undergraduate students are actu-
ally adult learner and they know the proper use of internet sites. Here
we found that the main purpose of their use was course and assignment
related (Table 3) that in turn help them to achieve their academic perfor-
mance. Internet has the option to access to information sites as well as
to different other sites such as social media site, internet game, cyber
sex etc. Depending on the way of thinking and maturity of the Internet
user, one can prioritize their focus on proper use of it. So the prediction
of our study findings is that, by proper focusing and use of Internet
information world, one can achieve the better result. Our result contra-
dict with Robert, Michael and John (2001) whereby a significant per-
cent of respondent agreed Internet had impaired their academic perfor-
mance as it kept them up late, felt tired the next day and missed classes.
Overall results generally corroborate with the findings in which the
participants perceived that Internet as a supplement for learning hence
improving their academic performance. This result is similar to that of
Universiti Sains Malaysia (USM) students' positive perception about the
quality of learning through the Internet (Muniandy 2010). Study by
Rhoades et al. (2007) found that students perceived Internet as good,
easy to understand, beneficial, believable, credible, and accurate. Study
by Asan and Koca (2006) determined that students perceived Internet as
a universal digital library and fastest way to reach knowledge. Ogedebe
(2012) reported that 79% of the respondents accepted their academic
performance has improved by using the Internet. However, some stu-
dents perceived that internet has negative impact in their life. Total
16.3% students in the present study viewed spending time on internet
have bad consequences on their academic performance (Figure 1).
Young’s study (1998) reported that dependent users perceived that inter-
net resulted in personal, family and occupational problems in their life
which is similar to that experienced in other addiction. Scherer's study
(1997) reported, 13% respondents viewed Internet interfered their aca-
demic or professional work and social life.
Time is changing; perspective is changing (Salam et al. 2011).
Although there has been growing concern regarding the risk of overuse
of internet, we cannot prevent its usage as there are many benefits
linked with it. Core values of professionalism need to be emphasized by
the educators and upgrading of students' professionalism through
assessment and evaluation is essential in order to become responsible
scientific literate citizens (Salam et al. 2012).
This study concludes that high internet usage brings better academic
result as students get the opportunity to enter to the information world.
Internet dependency has no significant negative correlation in the aca-
demic achievement of the students. Self evaluation, self motivation and
self control to upgrade the ethical and moral professional values in the
students need to be emphasized. Further study is suggested with wider
instruments for in depth study in order to investigate the dependent
users and also to take measures to rehabilitate them if necessary.
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... The era of globalisation, or a world without boundaries, provides immediate access to information (Siraj et al., 2015). However, if it is not controlled, the consequences of this borderless world on users such as cybersex will be rampant, especially among children. ...
Since 1980s the topic related to the consequences of cybersex addiction involving children received high attention among scholars that include both physical and psychological damage. Due to modernisation and globalisation, the seriousness of this issue is undeniable. Based on this gap, a systematic literature review (SLR) is undertaken involving 26 peer-reviewed articles from the SCOPUS database, covering the social sciences area of research. Nevertheless, this analysis only included publications published between 2020 and 16th August 2022 due to the high reported cases of cybersex addiction during pandemic COVID-19. Based on the four processes undertaken by using SLR, depression is found as the most prevalent psychological consequence of cybersex addiction, while relationship problems is the main implication in physical aspect. To summarise, adequate parental and societal supervision and monitoring methods are essential for preventing children from becoming addicted to cybersex. It takes a village to raise a child—thus, everyone has roles and responsibilities in protecting children and making sure their rights, development and survival is uphold from time to time.
... Olatokun (2008) claims that in the view of high schools' students' internet access and its uses are superior and more practical than their school libraries and internet is a source of general knowledge which supported in the development of their reading habits and academic achievement. Due to the prevalence of using the internet as an online learning resource, students' academic results have improved (Siraj et al., 2015). Mbongo et al. (2021) revealed that adopting online teaching and learning has advantages such as flexibility, teaching vast courses, and enhanced contact and engagement between lecturers and students, all of which were made possible by the internet. ...
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The aim of the research was to find the effect of the problems of mathematics teachers in teaching mathematics online on instructing mathematical content. A cross-sectional online survey design was employed among 258 secondary-level mathematics teachers in Nepal. ADD Path analysis model under structural equation modeling was the major statistical technique used in the research. The finding indicates that the problems of mathematics teachers in internet surfing, class control, interest in online courses, and digital content development are major contributing factors to instructing mathematical content online.
... [3] emphasize the need for internet access, either through a network connection or Wi-Fi, in each student's room for their research. Hostel users face a lot of storage problems due to limited space in the wardrobe; they cannot store their clothes, shoes, and other storage accessories [19]. The prior study indicated that some students were not satisfied due to the availability of CCTV cameras in their residences and the effectiveness of security guards [8]. ...
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Residents satisfaction of students depends on quality residential facilities, quiet study environment and positive roommate relationships. For this purpose, the present study aims to analyze determinants of residents satisfaction with hostel facilities by using a convenience sampling to collect 500 residents of public and private hostels from a metropolitan city of Pakistan i.e. Faisalabad. The logistic regression model was employed to estimate the impact of hostel facilities on resident satisfaction. The Results infer that different facilities; mess, kitchen, washroom, electricity, water supply, cleanliness, staff, security, accommodation, and bedroom, have a significant impact on the residents satisfaction. However, a non-significant level of certain variables exposed that these variables are not playing an important role in the resident's satisfaction, so the hostel administration does not need to spend money and time to provide these facilities for hostel residents. The present study results implied that the management should focus on those factors where the residents are assigning positive values to increase resident satisfaction. It will have a significant impact on the revenue streams of the hostel business.
... It has been witnessed that these days majority of the students opt for digital media for the purpose of seeking information related to their studies. Hence the use of internet is helping the students in getting desired information in a quick and efficient way, on the basis of this, one can easily conclude that internet is considered as primary factor that is creating a positive impact over the students' academic performance [5]. ...
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The widespread adoption of smartphones and their increasing integration into daily life, concerns have arisen regarding their potential impact on academic achievement. The study aims to examine the relationship between smartphone addiction and the academic performance of university students, taking into account demographic factors of the respondents. The a descriptive research methodology employed, utilizing survey questionnaires administered to the sample of 153 university students from various disciplines in two university of Bilaspur district of Chhattisgarh state. The smartphone addiction scale developed and standardised by Vijayshri and Masaud Ansari (2020) was used in the study. Academic performances of the students were calculated through their previous year results. The collected data were analysed with the help of SPSS software. The result of the study shows that strong negative correlation found between smartphone addiction and academic performance among university students. The implications of this research suggest the need for interventions and awareness programs to address smartphone addiction among university students. Such initiatives may focus on promoting healthier smartphone usage habits, enhancing self-regulation skills, and encouraging effective time management strategies. Additionally, educational institutions could implement policies and guidelines to minimize smartphone distractions and foster a conducive learning environment. Key Words: Smartphone addiction, academic performance of university students, and relationship between smartphone addiction and academic performance of university students.
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There has been a new rise in the number of people who want to learn from a distance. They don't like the traditional way of teaching because it is too rigid and can't be used in real life. With the technology we have now, schools can now offer good online schooling. Because of this change in how people learn, colleges need to rethink how they teach their courses. The main goal of the study was to find out which method of teaching worked best. The test scores of 548 students were looked at to find out which way of teaching was the most effective. Aside from the main goal, we also looked at the differences in scores between genders and demographic groups to see if there was a link between how well each teaching approach worked. Overall, it was shown that there were statistically significant changes in how well online and face-to-face students did based on their gender and class rank. The data also showed that when students used an online learning platform, their motivation to learn changed in a big way. We've come to the conclusion that e-learning tools should be pushed, but that the switch to them should happen slowly so that everyone has time to learn how the new way of teaching works and see all of its benefits. Introduction Distance learning has been added to the curriculum of universities today with the same enthusiasm as more standard ways of teaching. Due to the popularity of online education, many colleges and universities around the world now offer full degree programs online. This has both pros and cons. The field cares a lot about how well distance learning works. Because of globalization, students in higher education who use ICTs like the internet have both pros and cons (Beale et al., 2014). Students can quickly and easily find the information they need to finish their work by using a search engine. Even though they were in different places, they could talk to each other right away. Online education is becoming more and more of a good option for students as the Internet and other forms of distance technology become more common. Like many other schools, ours is looking into this way of getting information out in order to reach more potential students and make it easier for present students to fit classes into their busy lives. Our students were able to take this kind of class if they wanted to last term. Due to special circumstances, we are offering this course in both our usual lecture/discussion style and our web-enhanced format. In this trial study, three different course layouts were put to the test. The internet is the most important information and communication tool that has caused a huge change in the way people get and share information around the world. Sharing what you've learned and how you've learned it with other students can help them see things from different points of view during a talk. According to Dell et al. So, internet-based education is a very important part of making learning more fun for kids (Craig, 2015).
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This study was conducted to examine the quality of internet service provided to a Nigerian University from the perspective of the respondents (staff and students). These subscribers pay monthly for this service, and since its inception, the quality of service provided has not been determined. This required an investigation to be carried out on respondents' perceptions and expectations of internet service quality. The approach to sampling used to determine the sample size was the random sampling technique. A modified ServQual model was used to extract data and determine the gaps in service quality. The results showed low gaps in the factors of service quality, namely: responsiveness, assurance, tangibility, and empathy, with the highest score in reliability. It was also observed that a difference exists between staff and student's perceptions of service quality.
Advances in technology have provided people with unparalleled opportunities to communicate efficiently and in real time. Adults with an inappropriate sexual interest in children have also benefited from developments in information and communications technology, using it to establish contact with them, to develop relationships, and to groom potential victims for sexual abuse and exploitation. Based on this, this study examined how social media has become a gateway for online child grooming. The study was anchored on the luring communication theory. The study adopted in-depth interview as its research design. The study used purposive sampling technique to draw a sample size of 15 experts. Findings from the study revealed that since the introduction of social media platforms, the amount of child sexual abuse content has been increasing yearly as these platforms have become a channel that offenders use in soliciting and sharing of explicit images and videos of minors.
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The internet is one of the greatest recent advancement in the world of information technology and has become a useful instrument that has fostered the process of making the world a global village. This is a universal fact that the use of internet has a great impact on the student's academic achievement and social life. The study was conducted to determine the effect of use of internet on the academic performance, social life and outdoor activity of University students in Pakistan. The study will be helpful for the university students, researchers and curriculum developers in order to find out the correlation of use of internet and academic performance. The study is significant for the university teachers to analyze the effect of use of internet on academic performance of students. The study will be supportive to explore the correlation of use of internet and social life of university students. Conclusion was drawn with the help of graphical representations indicating the impact of use of internet on academic achievement and social life of university students. Survey research was conducted on one hundred BS students, selected from two Federal Universities of Pakistan.
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Introduction: Technological enhancement using software and internet has emerged a new educational model in collaboration among medical researchers and lead the globe to become an educational village. MedEdWorld is a technology enhanced global online medical education community, used Wimba software to share ideas and develop medical education globally. Universiti Kebangsaan Malaysia Medical Centre (UKMMC) had the opportunities to share ideas and contribute to MedEdWorld collaboration. Objectives: To identify the research methodology and UKMMC participants' observation on a MedEdWorld-Wimba collaboration. Materials and Methods: A post presentation survey was carried out on UKMMC participants' views on 28 May 2009 just after MedEdWorld's 60 minutes presentation on "A Real Headache". Presenter was from the Dundee University UK, where MedEdWorld was located. Around 10 institutions globally took part and represented their countries, where UKMMC represented Malaysia with a group of students and one facilitator. Participants entered the Wimba classroom logged in their name with 2-code country letters. All participants heard and saw the presenters' audio-video broad cast, and responded using media buttons in classroom. While presentation ended, a questionnaire was administered to UKMMC participants. Results: All UKMMC participants opined that MedEdWorld-Wimba offered a live participation in a transnational presentation which was an effective way to elicit different perspectives on a global problem. Conclusion: Knowledge of a global problem was discussed and updated effectively from a remote location using enhanced technology. UKMMC extended its contribution across diverse communities and remains up-to-date to ensure quality in education. Medical schools should share ideas with global communities to ensure educational quality.
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Professionalism a is multidimensional concept but there are core professionalism issues which are unique for all professions. A pilot study was conducted in 2011among 50-UKM-medical students chosen randomly from year 1-5 to investigate their professionalism. Data was collected using a developed instrument concerning 40 items, assessed using 5-point Likert scale under nine core issues. Total mean professionalism score for all nine issues in year-1 students was 178/220 and in the subsequent years were 169/220, 173/220, 171/220 and 175/220. Internal consistency of the instrument was adequate. Educators especially the faculty should emphasize on core professionalism issues to promote professionalism in future professionals.
Prior research has utilized the Zung Depression Inventory (ZDI) and found that moderate to severe rates of depression coexist with pathological Internet use.1 Although the ZDI was utilized for its expediency with on-line administration, its limitations include poor normative data and less frequent clinical use. Therefore, this study utilized the Beck Depression Inventory (BDI), which has more accurate norms and frequent usage among dual diagnostic patient populations. An on-line survey administered on a World Wide Web site utilized the BDI as part of a larger study. A total of 312 surveys was collected with 259 valid profiles from addicted users, which again supported significant levels of depression to be associated with pathological Internet use. This article discusses how a treatment protocol should emphasis the primary psychiatric condition if related to a subsequent impulse control problem such as pathological Internet use. Effective management of psychiatric symptoms may indirectly correct pathological Internet use.
Patterns of Internet use among 531 college students were investigated (46.3% men, 53.7% women, 68.5% Caucasian, 10.7% Hispanic American, 8.9% Asian American, 3% African American, 0.2% American Indian, 8.7% international students, age M = 24.46). Seventy-three percent of the students accessed the Internet at least once a week, 13% of weekly users reported that their use was excessive and significantly interfered with personal functioning. Findings support further development of educational programming and research.
The year 1995 was considered the beginning of the Internet age in Malaysia. The growth in the number of Internet hosts in Malaysia began around 1996. Since then, the use of Internet has grown tremendously and, the use of Internet by students at universities now is common in Malaysia. Students use the Internet for social, entertainment, and educational purposes. This paper presents the findings from a preliminary study on how undergraduate students at a local university in Malaysia use the Internet for academic purposes. The research questions answered in this paper are: (i) what is the level of Internet usage skill? (ii) How is the Internet used for academic purposes? (iii) To what extent are Internet facilities used for academic purposes? (iv) What are the pathways and search engines used to find information? and (v) What is the perception of students toward the quality of learning by using the Internet for academic purposes? The answers to these questions are obtained through the use of a questionnaire completed by 92 undergraduate students at a local university. The data collected were analyzed by using descriptive statistics. The results obtained provide some information about the extent of Internet use for academic purposes by graduate students. INTRODUCTION Since its beginning, the Internet has grown exponentially over the years and has emerged as the foremost source of disseminating information quickly to a large audience, transcending the limitation of time and space. World Internet usage is shown in Table 1.
Internet addiction (IA) is a relatively new field of academic inquiry. Empirical studies suggest that IA, like other well researched addictive behaviours, has an effect on many aspects of a person‟s life, including academic/work performance, relationships, and physical and mental health (Goldberg, 1996; Young, 1996, 1998). Evidence of IA has been suggested by the findings that some Internet users spend increasingly longer periods of time online and experience withdrawal symptoms when offline. Those preoccupied with Internet-related activities may neglect exercise, family and social activities (Kim et al., 2010; Nalwa & Anand, 2003; Seo, Kang, & Yom, 2009; S. Yang & Tung, 2007; Young, 1998, 2004). Problems arising from excessive Internet use have been documented worldwide, including in Thailand where the use of the Internet has increased noticeably (National Statistical Office, 2008a, 2008b, 2010). It is a particularly common problem among students, as demonstrated in several international studies (Ko, Yen, Yen, Lin, & Yang, 2007; Konstantinos, Evaggelia, Dimitrios, Odysseas, & Nikiforos, 2008; Lam, Peng, Mai, & Ing 2009; Lee et al., 2007; Niemz, Griffiths, & Banyard, 2005; Thomas & Martin, 2010; Zboralski et al., 2009). However, few researchers have investigated IA and its impacts on Thai secondary school students. This thesis fills a gap in the international IA literature by developing a consensus definition and diagnostic criteria of IA, investigating the prevalence of IA among Thai secondary school students, as well as conducting an exploration of the impacts of IA on these students and their prevalence.
The aim of the present study was to investigate participation habits and prevalence of addiction among Australian university and school students to video-arcade games, computer games, and the Internet. A sample of 1,326 (657 female) students from rural and urban Tasmanian schools (Grades 7–12) and 705 (509 female) university students took part in the study. Lifetime participation and the frequency and duration of time that students spent online were higher than that reported in previous research on youth. A lower percentage of students met the modified criteria for addiction to video-arcade games (4.2%), computer games (5%) and the Internet (4.6%) compared to previous studies, but the prevalence of social computer game users (55.2%) and Internet addiction (58.9%) was higher than that reported by past researchers.