RESEARCH PAPER ON

USE OF INTERNET IN UNIVERSITY STUDENTS

TABLE OF CONTENTS

CHAPTER
I

INTRODUCTION

Problem identification
Problem statement
Objective of the research
Rationale of the study
Scope of the research
II

LITERATURE REVIEW

III

METHOD

14

Sample
Instruments and measures
Procedure
IV

RESULTS AND

DISCUSSION
V

CONCLUSION AND

RECOMMENDATION
2

72

17

REFERENCES

67

APPENDIX

71

CHAPTER NO. 1
INTRODUCTION
The Internet has now a day become an important component in
academic institutions as it plays a vital role in meeting information and
communication needs of students, teachers as well as institutions. It
makes it possible to access a wide range of information, such as up to
date research reports, from any anywhere in the world. It also enables
scholars, faculty, students and institutions to disseminate information
to a wider audience around the globe through having websites and a
way to search them and organize the output.
The Internet also makes it possible for various scholars at different
locations on the globe to exchange ideas on various fields of study.
Students and lectures, for instance can communicate with each other
irrespective of distance. The Internet has also enabled the growth of
distance learning, both within the nations and across international
borders. It is in the light of these students, academic institutions and
organizations regard the Internet as integral part in improving the
quality of education.
If

we

look

at

the

accomplishments

of

the

twentieth

century

undoubtedly it includes the phenomenon known as Internet or simply

the Net. The rapid growth of the Internet in the 1990S can, in part, be
attributed to its increased ease of use. With the introduction of browser
software such as Mosaic and Netscape, which feature graphical user
interfaces, the World Wide Web has become readily accessible (Ryder
& Hughes, 1997). The rapid growth of Internet has not been without its
problems. The Internet, which changes daily, has been described as

being like a library without a card catalog (Overoye, 1994). The use
of the Internet may be seen to support and encourage the revolution,
which has been taking place in education. The Internet seems to be
virtually perfect instrument of education that offers the utmost
convenience to students while offering endless possibilities for
innovative teaching (Applebome, 1999). The Internet reaches nontraditional students, provides interaction with industry experts (Siegel,
1996) and seems to provide the panacea of self paced convenient
learning environment.
Problem identification
Increasingly the Universities are investing on Internet facilities. Faculty
is also making their teaching material available on net. While
universities and teaching staff will try to make the Internet and
effective educational tool, they need to understand what their
students attitudes towards using it are.
Problem statement
As all students of the universities are using Internet very frequently for
their study and related work. The teachers are required to know the
perception of the students about the Internet in their minds and their
attitudes towards usage of Internet.

Objective of the research

The objective of this research is to know about the usage of Internet by
University Students among different age groups.
The aim is to:
5

i)

Discover how much use the students make of the Internet?

ii)

Discover what is the level of usage of Internet?

iii)

Determine to what extent it is helpful for completing

assignments and other academic related activities?

iv)

Is Internet useful for developing interpersonal skills of the

students?

v)

Is Internet helpful for distance learning activities?

vi)

Is Internet can be effective for future jobs or responsibilities of

the students?
Rationale of the study

The students are using Internet for various purposes. Some use it only
for fun. Some of the students waste their time chatting online with
other fellows and on the other hand some use it as information
resource and try to improve their knowledge and educational skills.
They also take assistance from Internet for the completion of their
assignments and research work.
The widespread use of the Internet has contributed to an increased
curiosity about how much time students spend on the Internet and
what type of online activities they engage in. In a study involving
Internet users from general public, heavy Internet users (20 hours or
more per week) were found to constitute around 8 percent and number
who used e-mail was around 75 percent (Miller, 1996).
In another study, the number of heavy Internet users was 9 percent
and the number who used e-mail was 81 percent (Snider, 1997). For
many students, use of e-mail has become a part of their daily
activities. Marklein (1997) wrote that use of e-mail by students is so
common that for some of them its like picking up a phone. In one
study, researchers used survey data to extrapolate that 9.1 million
students use e-mail regularly and 6.1 million use it almost daily. The
6

researchers also concluded that 7.5 million students have their own
computers (Marklein, 1997).
This research is conducted to know the difference in usage of Internet
among students having different age groups.
Theoretical framework:
In this frame work there is a major impact of transfer of information,
communication, university work (assignments, projects and research)
and learning studies through internet usage.it is illustrated in the
diagram below

Conceptual framework:

Transfer of
information

Internet
usage

Faster
communication
Distant
Distant learning
learning and
and
learning
learning studies
studies

Scope of the research

7

As the title of the research shows that this research paper would be
analyzing the attitudes of University students while using the Internet.
So this research paper is focusing on the university students of
different programs having age group ranging from 18 years to 36
years.

CHAPTER NO. 2
LITERATURE REVIEW
Many researchers have attempted to investigate factors influencing
students acceptance and usage of the Internet, but Tsai (2004) has
highlighted the importance of a more fundamental issue, i.e., students
general perceptions towards the Internet. He suggested that the
perceptions shape students views and then their behaviors about
internet-based instruction. Therefore, he undertook interviews to
investigate adolescent students perceptions towards the Internet and
found 4-T categories (technology, tool, toy and tour) for describing
their perceptions towards the Internet. As students perceptions
towards the Internet may guide their views about Internet based
learning environments, this study further explored the relationships
between

high

school

students

Internet

perceptions

and

their

preferences towards internet-based learning environments.

Over the past decade, educators have recognized that their integration
of technology into education is one of the important issues for
educational reform and innovations (e.g. AAAS, 1989, 1993, 1998;
Black & McClintock, 1996; Jonassen, 1999). Consequently, the Internet
is increasingly used for educational purposes and has had a
considerable

and

dramatic

effect

on

contemporary

educational

practice. In particular, Internet-based learning has received high praise

from educators and researchers worldwide, who believe that Internetbased instruction can provide learners with distant, interactive,
individualized and inquiry-based learning activities, as well as promote
learners' knowledge construction and meaningful learning (Relan &
Gillani, 1997; Leflore, 2000; Miller & Miller, 2000; Tsai, 2001; Chou &
Tsai, 2002).

Almost all the students at different levels have certain experiences of

using the Internet. With the broad implementation of Internet-based
learning instruction, these students may, consequently, have more and
richer Internet experiences in Internet-based learning environments.
However, studies about the fundamental nature of learners' Internet
use have not kept pace with their usage of the Internet (Metzger,
2003).
As the nature of learners' Internet use may affect their learning
outcomes in Internet-based learning environments, students' selfefficacy and their attitudes towards the Internet may be two important
issues that await an investment of researchers' time and energy. There
is no doubt that a better understanding of, and a more appropriate
attitude towards, the Internet are prerequisites for successful Internetbased instruction (Liaw, 2002). Previous studies have also suggested
that students' attitudes towards the Internet may influence these
students' motivation and interests relative to Internet-based learning
and vice versa (Coffin & MacIntyre, 1999). Moreover, because
researchers can use students' self-efficacy to effectively predict these
students'

academic

performance

in

conventional

learning

environments (Lane, 2004), students' self-efficacy regarding the

Internet may also have a profound effect on students' learning
outcomes. While students may have more opportunities to learn by
utilizing the Internet in Internet-based instruction, their self-efficacy
regarding the Internet should also become an important research topic
for educators and researchers. However, not many studies have
explored learners' Internet attitudes and learners' Internet self-efficacy.
Therefore, one of the purposes of this study is to investigate university
students' Internet attitudes and their Internet self-efficacy.

10

Learners may perceive the Internet differently when they use it, and
these perceptions may shape the learners' attitudes and then the
learners' online behaviors (Tsai, 2004). However, only scant attention
has been paid to students' perceptions of the Internet. In these
relevant studies (Dinet, 2003; Tsai, 2004), students' perceptions of the
Internet have been defined in different ways. In Tsai's (2004) study, the
author defined students' perceptions of the Internet on the basis of
both an ontological approach and 4-T categories (namely, the four
possible roles, Technology, Tool, Toy and Travel, that the Internet may
play), and thus interpreted learners' perceptions of the Internet; these
perceptions were derived from Tsai's (2004) qualitative analysis of
student interview data. According to Tsai (2004), students in the
Technology category are inclined to view the Internet as a technical
product that enhances life environment, and students in the Tool
category tend to view the Internet as a functional instrument that
facilitates information acquisition, communication and trade. Moreover,
students in the Toy category tend to perceive the Internet as a source
of pleasure, especially for online games, while students in the Travel
category tend to perceive the Internet as a source of tours or a means
of navigation. On the basis of Tsai's study, the present study applies a
quantitative questionnaire to the further assessment of university
students' perceptions of the Internet. Moreover, the present study
probes the role that students' perceptions of the Internet play in the
students' Internet attitudes and in their Internet self-efficacy.
The dramatic rise in the usage and popularity of the Internet in the
past decade, with the number of households connected to the Internet
increasing from 6 per cent in 1996 to 53 percent in 2003, has been
fuelled by its usefulness to a wide range of sectors of the community
(Spennemann, 2006). The education sector has been an early adopter
worldwide, continually pushing the capabilities of the network and it

11

applications. Over time, the Internet has moved from an exclusive

environment populated by technophiles and geeks to a mainstream
communications and information delivery tool. Concomitant with this
mainstreaming, the Internet became a tool suitable to support the
various activities of universities, ranging from research to teaching and
more mundane administrative tasks.
Today, academic life without access to the Internet is hardly
imaginable. On-line data repositories, library catalogues, journals and
news services, student and financial administration systems (in
intranets) as well as on-line supported or solely on-line conducted
teaching have become ubiquitous, as has digital communication with
fellow researchers, staff and students. Because the Internet has
become such a ubiquitous and all pervasive communications tool, it is
worthwhile to investigate how exactly the Internet fits into the daily life
of staff and students at academic institutions. There is substantial
rhetoric that the 24/7 availability of the Internet, i.e. every hour of
every day, allows students and academics to study and research
independent of normal working hours (Gorman, 2003). But does reality
bear out the rhetoric? Understanding the factors that play a role in
shaping internet usage allows academics and administrators to
develop systems that meet student needs and cater for students study
habits.
Much has been written regarding the use pro and con of technology.
However, as indicated earlier, little of this relates directly to the
effective use of the Internet for pedagogical reasons, and still less on
the impact of such use. When we examined the literature regarding
overall Internet use, certain themes emerged. Simply grouped, these
are that the Internet can be used to increase access to information. It
creates both the necessity and opportunity for students to learn and
apply critical thinking skills while using it. It can help facilitate
collaboration and communication, both within the class and around the
12

world. It can increase availability to diverse resources and multiple

perspectives and therefore lead to more complex and challenging
research projects. It can assist and challenge students to construct
meaning for themselves; and, perhaps most importantly. It is not being
used effectively by most teachers and has not begun to reach this
potential.
The primary function the Internet serves in most lecture rooms is as a
tool to gather information for teachers and students and has become
one of the first places teachers and students go to collect data on
almost any topic, whether at home or at school, college or university.
There is no denying that there is a wealth of information readily
available in the form of texts, primary sources, pictures, artifacts, online

newspapers,

multi-media

presentations,

editorials,

maps,

databases almost anything one can think of on almost any topic.

Moreover, teachers and students alike are fairly proficient in accessing
this information (Iakushina, 2002, McKenzie, 1998, Shiveley and
VanFossen, 2000).
Increased access to multiple and diverse sources of knowledge, critical
thinking skills to evaluate this information, and increased collaboration
with others inside and outside of the lecture rooms now come together
to provide opportunities for research projects that move well beyond
the traditional model. The Internet can be a powerful source for such
research, challenging students to investigate problems that are
authentic, connected to the curriculum, and interdisciplinary in nature.
The Internet can also assist in the presentation and communication of
the conclusions of such projects (DeWitt, 2003; Risinger, 1998;
Solomon, 2003; Thiers, 2004).
If used in such a way, such projects allow students to take ownership of
the problems and issues they are investigating and to become more
involved with the construction of their own knowledge. They become
infotectives, collecting and analyzing data, looking for insights,
13

solving problems requiring the synthesis of information, and, in the

process, making meaning (Crane, 2000; Goldman and Krause, 2003;
Wilson and Marsh, 1995).
Finally, the literature indicated that despite the many well-documented
opportunities the Internet provides for changing how learning can
occur in the lecture room, a majority of teachers do not use it to its
fullest potential. Teachers use the Internet because it is in their lecture
rooms, because the possibilities seem obvious, and because they want
to be involved with the technology trend. However, instead of creating
a more interactive and collaborative classroom, everyday Internet use
often leads to a mechanical teaching style and can actually distance
students from reality rather than draw them in (Benenson, 2001;
Chadwick, 2002).

14

CHAPTER NO. 3
METHOD
Various methods such as questionnaires, interviews and observations,
etc. have been used by earlier studies for investigating attitudes in
usage of Internet among students having different age groups. For this
study, a questionnaire based survey design is chosen as it allowed
relatively large population easily and economically.
Sample
Data is collected from the sample population of 130 students
through questionnaire-based survey. The questionnaire is submitted
directly to students of different programs of the university. The
questionnaire has been taken from the paper proposing a framework
to assess Internet usage in university education: an empirical
investigation from a students perspective. By Dr Cheung is at the
College of Business, Chinese University of Hong Kong, Hong Kong and
Dr Huang is in the Department of MIS, College of Business, Ohio
University, Ohio 45701, USA.
Instrument and measures
This

is

a survey-based

research

and

is

conducted

through

questionnaire, which is distributed among 130 students of different

programs. The questionnaire is based on 5-point likert scale. Students
are asked to indicate the extent of their agreement or disagreement on
a statement ranging from 1 (strongly disagree) to 5 (strongly agree).
The questionnaire has 13 parts. First part comprises of internet skills
assessment using two statements adapted from construct validated in

15

previous studies on experience using the Internet (Gefen & Straub,

1997;Thompson, 1991). Second part consists of perceived enjoyment;
it represents motivation for use of Internet in University study.

Third

part of the questionnaire consists of social pressure of usage of

Internet on students. Fourth part measures general support from two
sources i.e., the University and the Instructors. Support from university
is important as it ensures the necessary allocation of resources for
Internet access and use. Instructors support can encourage more
active use of Internet for class assignments and research work. Part
five consists of Internet support, which includes personal Internet
support and training. Both are important variables influencing the
acceptance and use of IT in organization (Amoroso & Cheney, 1988).
Sixth part assesses Internet usage through four criterias: frequency of
usage, intensity of use, use of variety of applications/tools and use of
variety of tasks. Seventh part assesses the perceived complexity of
using the Internet through three statements which is similar to the
concept of Perceived ease of use (Igbaria, 1996). Eighth part assesses
the effectiveness of Internet on students study performance. Part Nine
consists of six items assessing the impacts on general learning. Part
ten consists of two items. The mean of the two items is used as the
index of impact on communication skills in collaborative learning.
Eleventh part has three items. It assesses the attitudes of students in
distance learning environment while using the Internet. Twelfth part
consists of constructive learning which is adopted from the research
literature on leaning (Alavi, Wheeler & Valacich,1995; Bagley & Hunter,
1992). The last part of the questionnaires discusses the impact of use
of Internet on future jobs prospects. Students are asked to express
their level of agreement with eight items.
Procedure

16

The questionnaire is distributed among the students of various

universities like Iqra University, Bahria University and SZABIST. We
requested the students to give response to each and every item of the
questionnaire thoroughly.

This ensured the validity of the responses

and research. The priority was to get as many items answered directly.
In terms of analysis part of my research, We have used the statistical
package for social sciences program (SPSS). WE have first analyzed all
the items individually and then compared them with each other, and
then categorized and prioritized the factors asked in the questionnaire.

17

CHAPTER NO. 4
RESULTS AND DISCUSSION
Table 4.1
Frequency distribution of the respondents with respect to their gender (N=130)

Male

Frequency
84

Percent
64.6

Valid Percent
64.6

Cumulative
Percent
64.6

46

35.4

35.4

100.0

130

100.0

100.0

Female
Total

Female

Male

Figure 4.1
The questionnaire was distributed among 130 students of various
programs of the university. Out of 130 students male students
population comprised of 64.6% i.e., 84 and female students population
comprised 35.4% i.e., 46.

18

Table 4.2
Frequency distribution of the respondents with respect to their age (N=130)

(18-24)

Frequency
115

Percent
88.5

Valid Percent
88.5

Cumulative
Percent
88.5

(25-30)

12

9.2

9.2

97.7

(31-36)

2.3

2.3

100.0

130

100.0

100.0

Total

(31-36)
(25-30)

(18-24)

Figure 4.2
The questionnaire was distributed among 130 students having three
categories of age. Out of 130 students 88.5% were between the age of
18-24, 9.3% were between the age of 25-30 and 2.3% were between
the age of 31-36.

19

Table 4.3
Frequency distribution of the respondents with respect to their program (N=130)

Bachelors
Masters
Total

Frequency
76

Percent
58.5

Valid Percent
58.5

Cumulative
Percent
58.5

54

41.5

41.5

100.0

130

100.0

100.0

Masters

Bachelors

Figure 4.3
Sample size of 130 students was selected for the research work. Out of
those 76 students were of Bachelor programs and 54 students were of
masters programs of the university.

20

Table 4.4
Frequency distribution of the responses with respect to "I have used the internet for a long
time." (N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

Disagree

10

7.7

7.7

10.0

Neither agree or disagree

14

10.8

10.8

20.8

Agree

66

50.8

50.8

71.5

Strongly agree

37

28.5

28.5

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree

Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.4
Responses for Usage of Internet for a long time were categorized in
five point likert scale. 50.8% students agreed., 28.5% strongly agreed,
10.8% were neutral, 7.7% disagreed and 2.2% strongly disagreed.

21

Table 4.6
Frequency distribution of the responses with respect to "Internet makes learning very
interesting" (N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

4.6

4.6

6.9

Neither agree or disagree

11

8.5

8.5

15.4

Agree

70

53.8

53.8

69.2

Strongly agree

40

30.8

30.8

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree
Strongly agree

Disagree
Neither agree or disagree

Agree

Figure 4.6
Responses for the Internet makes learning very interesting ranked in
order of preference, using ordinal scale. 53.8% agreed, 30.8% strongly
agreed, 8.5% neither agreed or disagreed, , 4.6% disagreed and 2.3%
strongly disagreed.

22

Table 4.7
Frequency distribution of the responses with respect to "Studying with internet is fun."
(N=130)

Frequency
5

Percent
3.8

Valid Percent
3.8

Cumulative
Percent
3.8

Disagree

11

8.5

8.5

12.3

Neither agree or disagree

22

16.9

16.9

29.2

Agree

61

46.9

46.9

76.2

Strongly agree

31

23.8

23.8

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree
Strongly agree

Neither agree or disagree

Agree

Figure 4.7
Responses were categorized in the order of preference for the item
studying

with

internet

is

fun.

46.9%

agreed,

23.8%

strongly

agreed,16.9% responded as neither agree or disagree, 8.5 responded

as disagreed and 3.8% responded as strongly disagreed.

23

Table 4.9
Frequency distribution of the responses with respect to "Most of my friends think that i should
be using internet regulary in my studies" (N=130)

Frequency
7

Percent
5.4

Valid Percent
5.4

Cumulative
Percent
5.4

Disagree

17

13.1

13.1

18.5

Neither agree or disagree

28

21.5

21.5

40.0

Agree

61

46.9

46.9

86.9

Strongly agree

17

13.1

13.1

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree

Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.9
Most of my friends agreed by 46.9% that I should be using the Internet
for my studies regularly, 21.5 neither agreed nor disagreed, 13.1%
strongly agreed, 13.1% disagreed and 5.4% strongly disagreed.

24

Table 4.10
Frequency distribution of the responses with respect to "my instructors are very supportive of
internet use for class assignments" (N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

Disagree

18

13.8

13.8

16.2

Neither agree or disagree

24

18.5

18.5

34.6

Agree

55

42.3

42.3

76.9

Strongly agree

30

23.1

23.1

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.10
42.3% of the students agreed that my instructors are very supportive
of Internet use for my class assignments, 23.1% strongly agreed,
18.5% neither agreed or disagreed, 13.8 disagreed and 2.3% strongly
disagreed.

25

Table 4.12
Frequency distribution of the responses with respect to "In general, my university has
supported the use of Internet" (N=130)

Frequency
5

Percent
3.8

Valid Percent
3.8

Cumulative
Percent
3.8

4.6

4.6

8.5

Neither agree or disagree

16

12.3

12.3

20.8

Agree

66

50.8

50.8

71.5

Strongly agree

37

28.5

28.5

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree

Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.12
50.8% of the students agreed that University has supported the use of
Internet, 28.5% strongly agreed, 12.3% neither agreed nor disagreed,
4.6% disagreed and 3.8% strongly disagreed.

26

Table 4.14
Frequency distribution of the responses with respect to "Specialized instructions concerning
the internet is available to me" (N=130)

Frequency
10

Percent
7.7

Valid Percent
7.7

Cumulative
Percent
7.7

Disagree

29

22.3

22.3

30.0

Neither agree or disagree

43

33.1

33.1

63.1

Agree

39

30.0

30.0

93.1

6.9

6.9

100.0

130

100.0

100.0

Strongly disagree

Strongly agree
Total

Strongly agree
Agree

Strongly disagree

Disagree

Neither agree or disagre

Figure 4.14
33.1% of the students neither agreed nor disagreed that specialized
instructors concerning the use of internet is available to me, 30% of
the students agreed, 22.3% of the students disagreed, 7.7% of the
students strongly disagreed and 6.9% of the students strongly agreed.

27

Table 4.15
Frequency distribution of the responses with respect to "Training for internet is available to
me" (N=130)

Frequency
11

Percent
8.5

Valid Percent
8.5

Cumulative
Percent
8.5

Disagree

39

30.0

30.0

38.5

Neither agree or disagree

35

26.9

26.9

65.4

Agree

40

30.8

30.8

96.2

3.8

3.8

100.0

130

100.0

100.0

Strongly disagree

Strongly agree
Total

Strongly agree

Strongly disagree

Agree
Disagree

Neither agree or disagree

Figure 4.15
30.8% of the students agreed that training for Internet is available to
me.

On the other hand 30% of the students also disagreed that

training for Internet is not available to me. 20.9% of the students

neither agreed or disagreed, 8.5% strongly disagreed and 3.8%
strongly agreed to the fact.

28

Table 4.16

Frequency distribution of the responses with respect to "Overall, the use of internet is well
supported in my university" (N=130)

Frequency
6

Percent
4.6

Valid Percent
4.6

Cumulative
Percent
4.6

6.9

6.9

11.5

Neither agree or disagree

26

20.0

20.0

31.5

Agree

62

47.7

47.7

79.2

Strongly agree

27

20.8

20.8

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.16
47.7% of the students agreed that use of Internet is well supported by
the University, 20.8% strongly agreed, 20% of the students neither
agreed nor disagreed,6.9 of the students disagreed and 4.6% of the
students strongly disagreed.

29

Table 4.18
Frequency distribution of the responses with respect to "I use internet very frequently (A few
times per day)" (N=130)

Frequency
10

Percent
7.7

Valid Percent
7.7

Cumulative
Percent
7.7

Disagree

30

23.1

23.1

30.8

Neither agree or disagree

23

17.7

17.7

48.5

Agree

50

38.5

38.5

86.9

Strongly agree

17

13.1

13.1

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree

Strongly agree

Disagree

Agree

Neither agree or disagree

Figure 4.18
38.5% of the students stated that they use the Internet frequently,
23.1% of the students disagreed, 17.7% neither agreed or disagree,
13.1% strongly agreed and 7.7% strongly disagreed.

30

Table 4.19
Frequency distribution of the responses with respect to "I use internet for variety of tasks
(Assignments,E-mail, distance learning and study collaboration etc.) (N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

5.4

5.4

8.5

Neither agree or disagree

13

10.0

10.0

18.5

Agree

71

54.6

54.6

73.1

Strongly agree

35

26.9

26.9

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree

Strongly agree

Disagree
Neither agree or disagre

Agree

Figure 4.19
54.6% of the students agreed that they use the Internet for variety of
tasks, 26.9% strongly agreed, 10% neither agreed or disagreed, 5.4%
disagreed and 3.1% strongly disagreed.

31

Table 4.20
Frequency distribution of the responses with respect to "I use diversity of tools on the internet
for my studies (N=130)

Frequency
5

Percent
3.8

Valid Percent
3.8

Cumulative
Percent
3.8

Disagree

13

10.0

10.0

13.8

Neither agree or disagree

33

25.4

25.4

39.2

Agree

62

47.7

47.7

86.9

Strongly agree

17

13.1

13.1

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.20
47.7% students agreed for the response that they use diversity of tools
on the Internet for studies. 25.4% neither agreed or disagreed, 13.1%
strongly agreed, 10% of the students disagreed and 3.8% strongly
disagreed to the statement

32

Table 4.23
Frequency distribution of the responses with respect to "In general, Internet is very complex to
use" (N=130)

Frequency
21

Percent
16.2

Valid Percent
16.2

Cumulative
Percent
16.2

Disagree

50

38.5

38.5

54.6

Neither agree or disagree

26

20.0

20.0

74.6

Agree

25

19.2

19.2

93.8

6.2

6.2

100.0

130

100.0

100.0

Strongly disagree

Strongly agree
Total

Strongly agree
Strongly disagree

Agree

Neither agree or disagree

Disagree

Figure 4.23
38.5% of the students disagreed to the statement that In general
Internet is very complex to use, 20% neither agreed or disagreed,
19.2% of the students agreed to the statement,16.2% of the students
strongly disagreed and 6.2% strongly agreed to the statement.

33

Table 4.24
Frequency distribution of the responses with respect to "Use of Internet will have no impact on
the performance of my studies" (N=130)

Frequency
19

Percent
14.6

Valid Percent
14.6

Cumulative
Percent
14.6

Disagree

38

29.2

29.2

43.8

Neither agree or disagree

30

23.1

23.1

66.9

Agree

31

23.8

23.8

90.8

Strongly agree

12

9.2

9.2

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly agree

Strongly disagree

Agree

Disagree

Neither agree or disagree

Figure 4.24
29.2% of the students disagreed to the statement that Use of Internet
will have no impact on the performance of my studies.23.8% of the
students agreed, 23.1% neither agreed or disagreed, 14.6% strongly
disagreed and 9.2% of the students strongly agreed.

34

Table 4.26
Frequency distribution of the responses with respect to "Use of Internet can significantly
increase the quality of output of my university work" (N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

6.2

6.2

9.2

Neither agree or disagree

28

21.5

21.5

30.8

Agree

72

55.4

55.4

86.2

Strongly agree

18

13.8

13.8

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.26
55.4% of the students agreed that Use of Internet could significantly
increase the quality of output, 21.5% neither agreed or disagreed,
13.8% strongly agreed, 6.2% disagreed and 3.1% strongly disagreed.

35

Table 4.29
Frequency distribution of the responses with respect to "Considering all tasks, the use of
internet helps improve learning/study. "(N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

Disagree

14

10.8

10.8

13.8

Neither agree or disagree

16

12.3

12.3

26.2

Agree

62

47.7

47.7

73.8

Strongly agree

34

26.2

26.2

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree

Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.29
47.7% agreed to the statement that Use of Internet increase learning,
26.2% strongly agreed, 12.3% neither agreed or disagreed, 10.8%
disagreed and 3.1% strongly disagreed.

36

Table 4.30
Frequency distribution of the responses with respect to " Internet motivates me to explore new
topics I may not have seen before."(N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

5.4

5.4

8.5

Neither agree or disagree

21

16.2

16.2

24.6

Agree

60

46.2

46.2

70.8

Strongly agree

38

29.2

29.2

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree

Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.30
46.2% of the students agreed to the statement that Internet motivates
me to explore new topics, 29.2% strongly agreed, 16.2% neither
agreed or disagreed, 5.4% of the students disagreed and 3.1% strongly
disagreed.

37

Table 4.31
Frequency distribution of the responses with respect to " Internet is an effective learning tool
because of the multimedia capabilities."(N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

Disagree

12

9.2

9.2

11.5

Neither agree or disagree

26

20.0

20.0

31.5

Agree

70

53.8

53.8

85.4

Strongly agree

19

14.6

14.6

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.31
53.8% of the students agreed to the statement that Internet is an
effective learning tool because of multimedia capabilities, 20% neither
agreed or disagreed, 14.6% strongly agreed, 9.2% disagreed and 2.3%
strongly disagreed.

38

Table 4.32
Frequency distribution of the responses with respect to " Discussion groups on the internet can
provide stimulating thoughts and enhance my creative thinking"(N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

Disagree

14

10.8

10.8

13.8

Neither agree or disagree

32

24.6

24.6

38.5

Agree

56

43.1

43.1

81.5

Strongly agree

24

18.5

18.5

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.32
43.1% of the students agreed that discussion groups on Internet could
provide stimulating thoughts, 24.6% neither

agreed or disagreed,

18.5% strongly agreed, 10.8% disagreed and 3.1% strongly disagreed.

39

Table 4.38
Frequency distribution of the responses with respect to " Internet provides a low cost
environment for distance learning."(N=130)

Frequency
5

Percent
3.8

Valid Percent
3.8

Cumulative
Percent
3.8

Disagree

14

10.8

10.8

14.6

Neither agree or disagree

19

14.6

14.6

29.2

Agree

66

50.8

50.8

80.0

Strongly agree

26

20.0

20.0

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.38
50.8% of the students agreed to the statement that Internet provides
low cost environment for distance learning. 20% strongly agreed,
14.6% neither agreed or disagreed, 10.8% disagreed and 3.8% strongly
disagreed.

40

Table 4.40
Frequency distribution of the responses with respect to " Internet makes it possible for me to
experience business history as it is being made."(N=130)

Frequency
4

Percent
3.1

Valid Percent
3.1

Cumulative
Percent
3.1

6.9

6.9

10.0

Neither agree or disagree

32

24.6

24.6

34.6

Agree

63

48.5

48.5

83.1

Strongly agree

22

16.9

16.9

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.40
48.5% of the students agreed that Internet makes it possible to
experience business history as it is being made, 24.6% neither agreed
or disagreed, 16.9 strongly agreed, 6.9% disagreed and 3.1% strongly
disagreed.

41

Table 4.42
Frequency distribution of the responses with respect to " Use of internet will increase the scope
of variety on my job"(N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

Disagree

10

7.7

7.7

10.0

Neither agree or disagree

35

26.9

26.9

36.9

Agree

61

46.9

46.9

83.8

Strongly agree

21

16.2

16.2

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Disagree

Strongly agree

Neither agree or disagree

Agree

Figure 4.42
46.9% of the students agreed to the statement that Use of Internet will
increase the scope of variety on my job, 26.9% neither agreed or
disagreed, 16.2% strongly agreed, 7.7% disagreed and 2.3% strongly
disagreed.

42

Table 4.45
Frequency distribution of the responses with respect to " Use of internet will increase my
opportunity to gain job security"(N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

Disagree

12

9.2

9.2

11.5

Neither agree or disagree

38

29.2

29.2

40.8

Agree

62

47.7

47.7

88.5

Strongly agree

15

11.5

11.5

100.0

130

100.0

100.0

Strongly disagree

Total

Strongly disagree
Strongly agree

Disagree

Neither agree or disagree

Agree

Figure 4.45
47.7% of the students agreed to the statement that use of Internet
would increase my opportunity to gain job security, 29.2% neither
agreed or disagreed, 11.5% of the student strongly agreed, 9.2%
disagreed and 2.3% strongly disagreed.

43

44

Table 4.47
Frequency distribution of the responses with respect to " I will be at an advantage in the job
market with my internet skills."(N=130)

Frequency
3

Percent
2.3

Valid Percent
2.3

Cumulative
Percent
2.3

2.3

2.3

4.6

Neither agree or disagree

21

16.2

16.2

20.8

Agree

73

56.2

56.2

76.9

Strongly agree

30

23.1

23.1

100.0

130

100.0

100.0

Strongly disagree
Disagree

Total

Strongly disagree
Strongly agree

Disagree
Neither agree or disagree

Agree

Figure 4.47
56.2% of the students agreed to the statement that I would be at
advantage in job market with my internet skills, 23.1% strongly agreed,
16.2 neither agreed nor disagreed, 2.3% disagreed and 2.3% strongly
disagreed.

45

CHAPTER NO 5
CONCLUSION AND RECOMMENDATIONS
This research has examined the students perception about internet and
their attitude towards using the Internet. Many factors were considered
during the research, which are, organizational support, Internet
Support, skills, complexity, perceived usefulness, social pressure,
enjoyment, Internet usage, general learning, collaborative learning,
distance learning, constructive learning and job prospects. According to
tables 4.4 to 4.9 students need to have good Internet skills in order to
have positive perception and attitude toward Internet use. Students
need to possess excellent Internet skills so that they do not become
frustrated by software complexity. Current research paper suggests
two ways to improve Internet skills, the first being through effective
Internet support and the second through social pressure from team
members and class fellows.
According to table 4.10 to 4.16, this research study concludes and
recommends that organizational support and support from instructors
is must in order to have greater Internet usage and more effective
learning. Effective support requires provision of facilities and resources
to all the students and provision of effective environment that supports
effective usage of Internet as part of the University studies. Instructors
can play an important role in promoting the use of the Internet in
education. Instruction level use of Internet technology can motivate
students to learn how to use Internet technology in their learning. For
example, instructors can design course projects or assignments that
require students to surf the Internet for specific information and
references, or to collaborate with their project team members.
Furthermore,

technical

support,

including

effective

training,

is

important in training novice users to use the Internet and in preventing

46

students being deterred from using the Internet after encountering

technical problems.
According to tables 4.18,4.19,4.20,4.23,4.24,4.26,4.29,4.30,4.31 and
4.32 .this research study concludes and recommends that Impact on
learning covers aspects such as learning tools, learning skills, learning
interest and interaction with instructors. Students were asked to
express their level of agreement with 18 statements. Some examples
of the statements are: The Internet/web motivates me to explore
many topics I may have not seen before, Discussion groups on the
Internet can provide stimulating ideas and enhance my creative
thinking skills, The Internet/web allows me to access my instructors
curricula, assignments, and

projects more easily, The network

communication capabilities of the Internet arouse my interest in many

ways and Use of the Internet/web

may enhance my verbal

communication skills. This research study recommends that Usage of

Internet can help improve the quality and quantity of work produced by
the students. This will have a positive impact on students performance.
This will help in providing the stimulating thoughts and enhancing
creative thinking.
According to tables 4.38 and 4.40. The research findings suggest that
Internet use in university education could also enhance, besides the
ordinary

general

learning

dimension,

three

additional

learning

dimensions: distance learning, communication skills in collaborative

learning and constructive learning. Our research findings show that
distance learning and constructive learning correlated positively with
general learning and collaborative learning. Therefore, Internet use
may support and enhance comprehensive learning activities for
university students. Furthermore, Internet use may help students
heighten their constructive learning by enhancing their constructive
learning motive and strategy. Constructive learning motive and
strategy refers to forms of learning behavior such as while I am
47

studying, I often think of real life situations where the material I am

learning would be useful, which are generally considered to indicate a
higher level of learning. Hence, constructive learning can help
universities and instructors to bridge the gap between university
education and the needs of business organizations. This gap has
become a key issue in university education because universities have
sometimes been criticized for failing to meet the requirements and
needs of the business world.
According to Tables 4.42 ,4.45 and 4.47 this research study concludes
and recommends that use of Internet will help increasing the
opportunities for preferred job assignments, this also helps in
increasing the scope of variety of jobs and will help in providing the
more meaningful work. The more usage of Internet will assist in having
flexibility of changing the job and the students who possess excellent
skills will have a competitive advantage in the job market over their
competitors.

48

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52

APPENDIX
QUESTIONNAIRE
Please Tick () your responses using the following scale:
1.
Strongly Disagree
2.
Disagree
3.
Neither Agree or Disagree
4.
Agree
5.
Strongly Agree
1.
2.
3.

Gender
Male (
Age 18-24 (
),
Program
Bachelors

)
Female
(
25-30 (
),
31-36 (
(
), Masters (
)

)
)

A. Internet Skills
1.
I have used the Internet for a long time.
Strongly
Disagree
Neither
Agree
Disagree
Agree
or
Disagree

Strongly
Agree

2.
Overall I would rate my Internet skills very high.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
B. Perceived Enjoyment
1. Internet makes learning very interesting.
Strongly
Disagree

3.

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

In general, browsing the Internet is Fun.

Strongly
Disagree

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

C. Social Pressure
1.
Most of my friends think that I should be using the Internet
regularly in my studies.
53

Strongly
Disagree

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

D. Organizational Support
1. My instructors are very supportive of Internet use for class
assignments.
Strongly
Disagree

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

2. In general, my university has supported the use of Internet.

Strongly
Disagree

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

E. Internet Support.
1. Specialized instruction concerning the Internet is available to me.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree

2. Overall, the use of Internet is well supported in my university.

Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
F. Internet Usage
I use Internet for variety of tasks (Assignments, E-mail, Distance
Learning, and Study Collaboration etc.)
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree

54

Disagree
1. I use a diversity of tools on the Internet for my studies.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
G.

Perceived complexity of using the Internet.

1. In general, Internet is very complex to use.

Strongly
Disagree
Neither
Agree
Disagree
Agree
or
Disagree

Strongly
Agree

H. Perceived usefulness
1. Use of Internet will have no impact on the performance of my
studies.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree

2. Use of Internet can significantly increase the quality of out put of

my university work.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree

3. Considering all tasks, the use of Internet helps improve

learning/study.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree

I.

Impact on general learning

1. Internet motivates me to explore new topics I may not have seen

before.

55

Strongly
Disagree

Disagree

Neither
Agree
Disagree

Agree
or

Strongly
Agree

2. Internet is an effective learning tool because of the multimedia

capabilities.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
Discussion groups on the Internet can provide stimulating thoughts and
enhance my creative thinking.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
3.
K. Impact on distance learning
Internet provides a low cost environment for distance learning.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
L. Impact on constructive learning
1. Internet makes it possible for me to experience business history
as it is being made.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
M. Impact on future jobs.
1. Use of Internet will increase the scope of variety on my job.
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree
2.

Use of Internet will increase my opportunity to gain job

security.
Strongly
Disagree
Neither
Agree
Strongly
56

Disagree

Agree
Disagree

3.

or

Agree

I will be at an advantage in the job market with my Internet

skills
Strongly
Disagree
Neither
Agree
Strongly
Disagree
Agree
or
Agree
Disagree

57