Academic performance

The conclusion drawn from the study is that the use of internet is one of the major factors affecting the academicperformance and social life of
university students. The number of hours spending on internet will affect the CGPA, of students unless the internet is used for study purpose.
The students achieve good CGPA, who used internet for academic purposes. The graphical representations about the use of internet and its
impact on social life of universitystudents indicate that the maximum use of internet, minimize the social activities of university students. The
study showsthat use of internet for study purpose and academic achievements are directly proportional to each other while
inverselyproportional to social life of university students.
EFFECT OF INTERNET ON THE ACADEMIC PERFORMANCEAND SOCIAL LIFE OF UNIVERSITY STUDENTS IN PAKISTAN
Muhammad Musaud Asdaque, Muhammad Nasir Khan,
Dr.Syed Asad Abbas Rizvi
Department of Education, International Islamic University, Islamabad
(PAKISTAN)
ABSTRACT
The internet is one of the greatest recent advancement in the world of information technology and has become auseful instrument that has
fostered the process of making the world a global village. This is a universal fact that the useof internet has a great impact on the students
academic achievement and social life. The study was conducted todetermine the effect of use of internet on the academic performance, social
life and outdoor activity of University studentsin Pakistan. The study will be helpful for the university students, researchers and curriculum
developers in order to findout the correlation of use of internet and academic performance. The study is significant for the university teachers
toanalyze the effect of use of internet on academic performance of students. The study will be supportive to explore thecorrelation of use of
internet and social life of university students. Conclusion was drawn with the help of graphicalrepresentations 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.
Key words
: Internet, academic performance, social life, students, Pakistan
1. INTRODUCTION
The Internet is a relatively new channel for scholarly resources, and contains vast quantities of information thatvary a great deal regarding its
contents, aim, target group, reliability etc. Hence, it is important that the end-user is awareof the diverse information available on the Internet,
and educated in the criteria by which the information content shouldbe assessed (Chapman, 2002). The fabulous growth in telecommunication
has brought online services, specializedelectronic networks, WebPages, E-mail, software and global information resources to our homes as well
as to education.The Internet provides an environment in which millions of people participate and engage in the creation and exchange of
information (Rose & Fernlund, 1997).Students have only recently received the opportunity to use the Internet to seek and obtain scholarly
material and,consequently, knowledge on how effectively they make use of this channel is limited. Students' information seekingculminates as
they work on their theses. Many studies have been conducted regarding the type of information the end-users seek and obtain on the Internet
and in which circumstances they prefer electronic sources to paper sources(Tenopir
et al.
2003) According to their survey, approximately 50% of all the scholarly publications were obtained from the Internet,who studied geography
student's use of sources on the Internet by analyzing citations from a test, found that 51% of thecitations referred to sources on paper, 47% of
the sources were from the Internet and the rest was course material.(Fescemeyer, 2000)Internet use has become very popular in many areas as
well as in education in recent years. Accordingly, Internetaccess in schools has increased greatly over the last 20 years (Berson, 2000).Many
experts see the computer, combined with multimedia capabilities, as the new tool that can transformeducation (Van Horn, 1991) points out
that the computer can solve many of the problems facing teachers. In today'senvironment the teacher is expected to have a large knowledge
base. The teacher also has the problem of deciding toteach at the low end or the high end of the grade level. Many compromise and teach in
the middle. Computers can solvethese two problems by enabling teachers to customize instruction for each student (McKeown, 1991).Chiwepa
(2003) discovered a high use of Internet by the staff of the University of Zambia where 35 out of 37 staff made use of Internet. Their major
motivation for such use is convenience (82.91%); usefulness (80.05%); free access toinformation and software (71.4%); andease of use (68.6%).
Bao (1998) found out that only 10% of his respondents at theSeton Hall University do not use the Internet, 40.2% of students and researchers
use it on daily basis, 38.3% on weeklybasis and 10.7% on monthly basis.Jagdoro (2004) in his own research ascertain that 45.2% of postgraduate
students access the Internet at thecyber caf in the university where only 8.2% use the library Internet facilities. A greater percentage (38.24%)
does thatonly on monthly basis where 39.7% spend one hour on each visit.Time spent using e-mail and surfing online by undergraduates had
increased significantly between 1996 and2001 (Hendel & Harrold, 2004). Various types of Internet use have been linked to positive and
negative effects onundergraduates. Dysphoric symptoms have been linked to some types of Internet use such as shopping, playing games,or
doing research; conversely, increased time involving use of email, chat room discussions, and instant messaging havebeen linked to a decrease
in depressive symptoms (Morgan & Cotton, 2003). Wellman and Gulia (1999) suggest thatonline relationships may help to broaden and
strengthen direct personal relationships. LaRose
et al.,
(2001) founddecreased depression in college students who used the Internet to obtain social support. Internet also foster moreequitable social
interaction between individuals from different backgrounds because it masks the physical markers, such as race, gender and age, that often
trigger unwarranted assumptions about the interests and capabilities of members of various social categories (Janet and Ann, 2002)Studies
have shown that an increase in virtual interaction decreases the amount of face-to-face interactionbetween people and this in turn may lead to
social isolation and depression. While no causal relationship betweenInternet use and depression has yet been ascertained, there is an
association between increased Internet use andpsychological distress and loneliness. (Subramaniam
et al.,
2008

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FREQUENCY OF INTERNET USE
The use of internet has been widely accepted as a way of improving students performance in several subjects area. However, there is dearth of
studies on the relationship between internet browsing, and students achievement in school subjects such as Agricultural Science. This study
therefore, sought to investigate the relationship between internet browsing and students achievement in Agricultural Science. A sample of 300
students was drawn from 10 schools from the five local government areas of Ogbomoso. Internet Browsing Pattern Questionnaire (IBPQ) and
Agricultural Achievement Test (AAT) were used to collect data. Cronbach alpha correlation coefficient of 0.807 (IBPQ) and 0.9531 (AAT) were
estimated for the instruments. Four research questions were answered. Descriptive statistics and Pearson moment correlation were used to
analyze data. Majority of the students have access to the internet. Most of the students that have access to the internet browse more for noneducative information (socio-networking sites).The relationship between internet browsing and students achievement in Agricultural Science
through positive is not significant.
Effect of Internet Browsing on Students Academic Achievement at the Senior Secondary School Level
Sunday Paul Adegoke
94 % of those aged 16-24 were regular internet users, more than double the proportion in the 55-74 age group (46 %).
Statistics in focus 29/2013; Authors: Heidi SEYBERT, Petronela REINECKE

http://www.statista.com/statistics/266587/percentage-of-internet-users-by-age-groups-in-the-us/
In a 2005 study, significant gender differences were found in Internet experience, attitudes, usage, and self-confidence between Chinese and
British students. Men in both countries were more likely than women to use email or chat rooms. Men played more computer games than
women with Chinese men being the most active games players. Men in both countries were more self-confident about their computer skills
than women, and were more likely to express the opinion that using computers was a male activity and skill than were women. Gender
differences were higher in the British group than the Chinese group.
'How Men and Women use the Internet',

Pew Internet and American Life Project 2005

Abstract
The following study examines gender differences existing in various cognitive motivational variables
(locus of control, academic self-concept and use of learning strategies) and in performance attained in
school subjects of Literature and Mathematics. For this purpose, a sample of 363 students was selected
from the high school students in the first, second and third academic years. For achieving to the purpose
used of locus of control questionnaire, self-concept questionnaire and LASSI. Results show the existence
of gender difference in variables under consideration, with girls showing internal locus of control, using
attitude, motivation, time management, anxiety, and self-testing strategies more extensively, and
getting better marks in Literature. With boys using concentration, information processing and selecting
main ideas strategies more, and getting better marks in mathematics. Gender differences were not
found in external locus of control, in academic self-concept, and in study aids and test strategies. Results
suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic
environment, with the girls have a more adaptive approach to learning tasks. However, the influence of
contextual variables that may differently affect boys and girls motivation was not taken into account.
Thus future research should address the influence of such factors.

Gender differences in factors affecting academic performance of high school students

Sayid Dabbagh Ghazvini, , Milad Khajehpour