COMILLA UNIVERSITY

FACULTY OF SCIENCE

DEPARTMENT OF STATISTICS

THE IMPACT OF INTERNET ON ACADEMIC PERFORMANCE OF

COMILLA UNIVERSITY STUDENTS

Honors project report

BY
MD. SHAFIUL ALAM PAVEL
Examination Roll No: 1113027
Registration No: STAT-12-950050
Session: 2011-12

February, 2017
Dedicated To
My Parents’’
 Acknowledgement

I am grateful to the almighty Allah for the good health and wellbeing that were necessary to
complete this project report in time.

I wish to express my thanks to the entire respondent who fill up questionnaire carefully. And
my thanks go to my friends who helped me to collect data from the students of Comilla
University.

I am also grateful to my supervisor, Afrina Akter Mishu, Lecturer, Department of Statistics,

Comilla University. I am extremely thankful and indebted to her for sharing expertise, and
sincere and valuable guidance and encouragement extended to me. Without her guidance it
was not possible to prepare this project in appropriate manner.

I take this opportunity to express gratitude to all teachers of the Department of Statistics,
Comilla University for their help and support.

I also thank my friends for the encouragement and support. And I am very much grateful to
them whose have contribution on preparing this project.

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 ABSTRACT

Internet now a day is the part and parcel of our daily life. It is a great source of information.
People of all ages are spending a lot of time in browsing internet. And among them a large
number of internet users are the students. Students are spending a lot of their time using the
internet facilities. This study has explored the impact of Internet on the academic
performance of the students at the under graduate level. The research sample was taken from
a group of students studying in the undergraduate level at Comilla University. The study
found that there is not significant relation between the use of Internet and the academic
performance of the students but the Internet addiction (habit based use of internet everyday)
affects the performance of the students negatively. And there has a relation between times
spent on internet and times spent on study i.e. when a student spends a lot of time on Internet
use, his/her study time is shortening. For this reason they are getting lower CGPA. Moreover
it has been found in the research that the Internet access by students is mainly the Social
networking and recreation. Also the health problems arising from long time use of Internet
have brought to light by this study. So it is suggested by the study that students need to be
very conscious to ensure that they should not too much involve of using Internet for
recreation purpose.

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 TABLE OF CONTENTS

Acknowledgement……………………………………………… (i)

Abstract………………………………………………………… (ii)

Chapter-1: Introduction
Serial No Topics Page No
1.1 INTRODUCTION 1
1.2 AIMS OF THE STUDY 2
1.3 LITURATURE REVIEW 3-4

Chapter-2: Methodology
2.1 Data 5
2.2 Study area 5
2.3 Study population 6
2.4 Data Collection 6
2.5 Data collection instrument 6
2.6 Questionnaire development 6
2.7 Method of Data Collection 7
2.8 Editing 7
2.9 Data analysis procedure 7
2.10 Univariate Analysis 8
2.11 Bi-variate Analysis 8
2.12 Multiple linear regression 8
2.13 Limitation of the study 8
Chapter-3: Univariate Analysis 9-20
Chapter-4: Bi-variate analysis and Test 21-24
Chapter-5: Multiple linear regression
5.1 Review of simple linear regression 25
5.2 Multiple linear regression 26
Chapter-6: Discussion 27-28
References 29
Appendix 30-31
 List of Tables
Serial No Topics Page No
3.1 Percentage distribution of gender of the respondents 9
3.2 Percentage distribution of faculty of the respondents 10
3.3 Percentage distribution of department of the respondents 11
3.4 Percentage distribution of income of the respondents 12
3.5 Percentage distribution of source of income of respondents 13
3.6 Percentage distribution of accessing information of the respondents 14
3.7 Percentage of main cause of internet accessing 15
3.8 Percentage distribution of time spends on internet 16
3.9 Percentage distribution of opinion about effect of Internet 17
3.10 Frequency distribution health problems 18
3.11 Percentage distribution of time spends on study of respondents 19
3.12 Percentage distribution of device by which access to internet 20
4.1 Table of mean comparison between CGPA and internet access 21
4.2 ANOVA table for comparison between internet access and CGPA 21
4.3 Correlation between time spend on study and internet 22
4.4 Cross tabulation between Gender and internet access 23
4.5 Chi-square test result for Gender and internet access 23
4.6 Representation of mean CGPA by Gender with table 24
5.1 Output of multiple linear regression 26
 List of Figures
Serial No Topics Page No
3.1 Graphical presentation of gender of the respondents 9
3.2 Graphical presentation of faculty of the respondents 10
3.3 Graphical presentation of department of the respondents 11
3.4 Graphical presentation of income of the respondents 12
3.5 Graphical presentation of source of income of respondents 13
3.6 Graphical presentation of accessing information of the respondents 14
3.7 Graphical presentation of main cause of internet accessing 15
3.8 Graphical presentation of time spends on internet 16
3.9 Graphical presentation of opinion about effect of Internet 17
3.10 Graphical presentation health problems 18
3.11 Graphical presentation of time spends on study of respondents 19
3.12 Graphical presentation of device by which access to internet 20
4.1 Internet access by gender 23
4.2 Graphical representation of mean CGPA by Gender 24
 Chapter-1: Introduction

1.1 INTRODUCTION

With the beginning of 21th century we started two things, one is Globalization and the other
is Internationalization. The reason behind these two things is Internet. Internet has brought a
great change in our life. It has changed our habit of passing the daily life. We cannot think a
single day without Internet. To survive in this century everybody must know the primary
knowledge of Internet.

Use of Internet in Bangladesh was started in 1996. Today there have 12 institutions in
Bangladesh which are providing online connection. In the meantime Internet has reached in
every district of Bangladesh. People of all walk of life is availing the facilities of Internet in
their day to day life.

In this world, before the era of Internet there was only a way of acquiring knowledge and that
was educational institutions. But now a day not only the educational institutions but also the
Internet has become a great source of knowledge and information.

The use and impact of Internet has become an important topic in education sector. As Internet
is a great source of information students are spending times on Internet a lot. Internet helps
the students to improve their academic performance. But the students are accessing not for
study purpose only, they also access to Internet for Social networking, Recreation, Income
etc. It cannot be denied that students are benefitted by the use of Internet. But there have
some negative effects of Internet access.

So it becomes necessary to find out the impact of Internet on study. Aim of this study was to
find out the relation between Internet access and academic performance of the students of
Comilla University. And determinant of the performance of the students is CGPA.

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 Chapter-1: Introduction

1.2 AIMS OF THE STUDY

Some specific objectives of the study are:

 Purpose of internet access by the students.

 Internet addiction and effect of this on CGPA of the students.
 Times spend by the students in online activities.
 Finding health problems due to Internet access at a stretch.

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 Chapter-1: Introduction

1.3 LITURATURE REVIEW

The use of Internet and the impact on student performance in undergraduate students does not
give clear conclusion and found mixed results in the literature. Some of these have discussed
in this part.

Some studies could not show a realistic impact and some studies show realistic impact of
Internet on student’s performance. Md. Shamimul Islam and Mahmudul Hasan Fouji (2010)
found that, the impact of Internet on the academic performance of the students was very
negligible. The findings also reveal that majority of the students are in the dark about the
potential role of Internet in their academic life.

Md. Shamim Talukder, Md. Jahangir Alam, Md. Ariful Islam Apu (2015) reported that, there
is no significant relation between the use of Internet and the performance of the students but
the Internet addiction (habit based use of internet everyday) affects the performance of the
students negatively.

Peter M. Ogedebe (2012) found positive correlation between Internet usage and academic
achievement and also concluded that ‘The Internet has been shown to influence the academic
performance of students both at the local and international levels’.

Goolsbee and Guryan (2006) reported that, increased uses of computers and internet
connections have had no measurable impact on any measure of student’s achievement.

Kirkpatrick and Cuban (1998) found that the effect of computer and internet use on student
performance is questionable. That is there is no clear conclusion in this research report.

Rajshree Agarwal & A. Edward Day (1998) reported that, there were mixed results on the
effect of Internet enhancements on student attitudes toward economics; graduate students
responded more favorably to economics with the use of the Internet, but no significant
difference in mean attitude changes was apparent for the undergraduate group.

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 Chapter-1: Introduction

Tah Babila Mbah (2010) reported that, students of the University of Buea have a positive
attitude towards the use of ICT to support studies and facilitate learning.

From the above studies we understand that there are mixed results regarding the relationship
between the use of Internet in higher education and the students’ performance. But no study
has earlier been conducted at Comilla University Bangladesh on this topic. What would be
the relationship between the accessibility to Internet and the performance of the students of
undergraduate students of Comilla University? Since, both positive and negative relationship
may come out; a study on this topic to identify the exact relationship between these two
variables would provide the exact conclusion. For this study purpose student’s CGPA is the
basis of performance. The higher CGPA indicates higher performance and the lower CGPA
indicates lower performance.

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 Chapter-2: Methodology

2.1 Data

Methodology is the most important part in any study, particularly, in research works.
The research is based on field level primary data which were collected from the
students of different departments of Comilla University. All the students of Comilla
University were considered as population. Here sampling units are the students of
Comilla University. In order to achieve the objectives of this study we have used
primary source of information. Primary data have been taken from the respondents
through a questionnaire. The sample size consisted of 115 students and a
questionnaire was provided to them in order to fill it in. The questionnaire was
divided into two main areas. The first part of the questionnaire contains some basic
information like gender, age, monthly income, CGPA etc. The second part of the
questionnaire focused on Internet usage. This part attempted to examine whether the
respondents have internet access, whether they use these for their academic purpose
or other purposes like social networking, study purpose, income money or only for
entertainment. In terms of data analysis, ANOVA for mean comparison was used, to
identify the impact of Internet access on the CGPA (performance) of the students.
And correlation between ‘Time spends on internet’ and ‘Time spends on study’ was
performed to show their relationship.

2.2 Study area

Every research has a target population from where we collect data, we analyze and
make decision. Target population is population where our desired data are available.
Our aim was to find out the impact of Internet usage on the academic performance of
Comilla University’s students. For this reason our study area was limited in Comilla
University campus, Comilla University’s hall.

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 Chapter-2: Methodology

2.3 Study population

According to the title of this project it is obvious that all the students of Comilla
University are my study population. Considering the time, cost and resources
constraints allotted for this survey, we considered 115 respondents from fourteen
departments for this project purpose. And our sampling unit was those students who
have completed at least 3 semesters.

2.4 Data Collection

A closed ended questionnaire has been distributed among the students of Comilla
University. Data have been collected from Honors students, both male and female.
The data have been collected through face to face interview by the surveyor. With the
cooperation of the students, we distributed the questionnaires after the class time.
Some questionnaire also distributed in male hall in this University.

2.5 Data collection instrument

Questionnaire is the main object of research work and the data for the study were
collected by the interview method. The questionnaire is developed to collect data
based on objective requirement for our survey need. The questionnaire is given in the
appendix.

2.6 Questionnaire development

Questionnaire is the most important part of any kind of research and it is the key to
collect required information of respondent. Questionnaire is the list of a research or
survey questions asked to respondents, and designed to gain specific information. It
serves four basic purposes: to (1) collect the appropriate data, (2) make data
comparable and amenable to analysis, (3) minimize bias in formulating and asking
question, and (4) to make questions engaging and varied. For this study purpose we
prepared a questionnaire the study ‘Impact of Internet on academic performance of
Comilla University students’.

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 Chapter-2: Methodology

2.7 Method of Data Collection

There are several primary data collecting methods are.
 Through Interview
 Through questionnaire
 Through Schedules
 Through Local agents
 Through observation
 Through experimentation
From this above method, questionnaire method is quite popular; we used this method
for our study purpose.

2.8 Editing
To check and scrutinize each questionnaire thoroughly whether the respondents given
wrong answer for required information is called data editing. Editing detects errors
and omission, corrects them wherever possible, and certifies that minimum data
quality standards are achieved. The editor’s responsibility is to guarantee that data are
(1) accurate, (2) consistent with the intent of the question or other information (3)
uniformly entered (4) complete and (5) arranged to simplify coding and tabulation.
Editing of all questionnaire is so helpful for better output because in this process
eliminate that are obviously erroneous and inconsistent data information. The entire
mistakes have been corrected and all the answer of the questionnaire has been
observed carefully. As a result, this questionnaire is completely free from irrelevant
information.

2.9 Data analysis procedure

At first data were inputted into SPSS data sheet. Taking each question from the
questionnaire 27 variables was created. Among the variables four variables are
measured as scale and others are categorical variable. For this reason, creating some
value label and for appropriate analysis recoding the numeric value was needed. And
all of these things were done with SPSS 20.

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 Chapter-2: Methodology

2.10 Univariate Analysis

Simple frequency tables, graphical analyses were performed in this part of analysis to
show the percentages and frequencies.

2.11 Bivariate Analysis

Crosstab, Chi-square test and correlation were performed to show the relationship
between two variables.

2.12 Multiple linear regression

Multiple linear regression analysis was performed between ‘CGPA’ and ‘Time spends
on internet’ and ‘Time spend on study’ and ‘Income’ for finding out combine effect of
these variables on CGPA.

2.13 Limitation of the study

 Research area: The area of this research is not so wide rather it is confined
into Comilla University. It could be wider.
 Tendency to hide the truth: The respondents are found to hesitate to answer
some questions.
 Data collection method: Some of the data are collected through classmates,
for this reason some of the respondents might be biased by others.

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 Chapter-3: Univariate Analysis

PARCENTAGE DISTIBUTION WITH GRAPHICAL

REPRESENTATION AND DISCUSSION

3.1 Gender of the respondents

Table3.1 Percentage distribution of gender of the respondents.

Frequency Percent

Male 93 81
Female 22 19
Total 115 100.0

Figure3.1: Graphical Presentation of gender of the respondents.

Gender of the respondents

Female
19%

Male
81%

Comment: Data shows that from total 115 respondents, 93(81%) were male and 22(19%)
respondents were female.

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 Chapter-3: Univariate Analysis

3.2 Faculties of the respondents

Table3.2: Percentage distribution of faculty of the respondents.

Frequency Percent

Science 62 54
Business 11 10
Social 42 36
Science
Total 115 100

Figure3.2: Graphical Presentation of faculty of the respondents.

Faculty of the respondents

Science Business Social Science

36%
54%

10%

Comment: It is clear from the graph that 54% of the respondents are from Science faculty,
10% of them from Business faculty, and rest 36% from Social Science faculty.

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 Chapter-3: Univariate Analysis

3.3 Department of the respondents

Table3.3: Percentage distribution of department of the respondents.

Frequency Percent

Statistics 13 11.3
CSE 7 6.1
Management 7 6.1
Anthropology 7 6.1
Economics 7 6.1
Bangla 15 13.0
ICT 5 4.3
Mathematics 11 9.6
P.A 8 7.0
Physics 15 13.0
Finance 1 .9
Accounting 3 2.6
Chemistry 11 9.6
English 5 4.3
Total 115 100.0

Figure3.3: Graphical Presentation of department of the respondents.

Department of the respondents

16
14
12
10
8
6
4
2
0

Comment: The bar diagram is showing the frequency of the respondents for each
departments. A large portion of respondents are coming from Statistics, Bangla, Physics and
Chemistry department.

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 Chapter-3: Univariate Analysis

3.4 Income of the respondents

Table3.4: Percentage distribution of income of the respondents.

Income group Percent

1500-5000 70
5001-10000 28
10001-15000 2
Total 100

Figure3.4: Graphical Presentation of income of the respondents.

Income of the respondents

70%

28%

2%

1500-5000 5001-10000 10001-15000

Comment: 70% of the respondent’s monthly income ranges from 1500 to 5000 Tk. 28% of
the respondents have income from 5001 to 10000 and rest others have income 10001-15000.

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 Chapter-3: Univariate Analysis

3.5: Source of income of the respondent

Table3.5: Percentage distribution of source of income of the respondents.

Frequency Percent

By own 67 58
From 48 42
parents
Total 115 100

Figure3.5: Graphical Presentation of source of income of respondents.

Source of income
By own From parents

42%
58%

Comment: There have 58% of the respondents who earn money by their own, 40%
respondents get from parents.

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 Chapter-3: Univariate Analysis

3.6 Accessing information

Table3.6: Percentage distribution of accessing information of the respondents.

Frequency Percent

Yes 107 93
No 8 7
Total 115 100

Figure3.6: Graphical Presentation of accessing information.

Access to internet
93%

7%

Yes
No

Comment: 93% of the respondent access to the internet and 7% of the respondents do not
access to internet.

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 Chapter-3: Univariate Analysis

3.7 Main cause of accessing internet

Table3.7: Percentage of main cause of internet accessing.

Frequency Percent

Social networking 76 66

Entertainment 8 7

Study 20 17
Income 3 3
Total 115 100

Figure3.7: Graphical Presentation of main cause of accessing internet.

Main cause of accessing internet

66%

17%
7%
3%

Social Entertainment Study Income

networking

Comment: Among 115 respondent 66% access to internet for the purpose of Social
networking mainly. And 17% access to internet for Study purpose mainly. 7% of the
respondent access to internet for Entertainment and 3% access to internet for Income purpose.

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 Chapter-3: Univariate Analysis

3.8 Time spends on internet

Table3.8: Percentage distribution of time spends on internet.

Time spends Frequency Percent

Don't spend 9 8

Less than 2 hour 48 42

2-4 hours 44 38

More than 4 hours 14 12

Total 115 100

Figure3.8: Graphical Presentation of time spends on internet.

Time spends on internet

42%
38%

12%
8%

Don't spend Less than 2 2-4 hours More than 4

hour hours

Comment: 12% of the respondents have Internet addiction as they are using internet more
than 4 hours a day. And it is natural that 42% students use internet less than 2 hours a day.
38% of the respondent spends 2-4 hours and 8% respondent spends no time on internet.

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 Chapter-3: Univariate Analysis

3.9 Opinion of the respondents about the effect of Internet on CGPA

Table3.9: Percentage distribution of opinion about effect of Internet.

Frequency Percent

Negative 43 38
No 43 38
effect
Positive 27 24
Total 113 100

Figure3.9: Graphical Presentation of opinion of the respondents.

Effect of internet on CGPA by opinion

Negative No effect Positive

24%

38%

38%

Comment: 38% of the respondents think that there has negative effect of Internet on their
CGPA. 38% of the respondents have opinion that there has a positive effect of Internet on
CGPA. And rest other thinks there has no effect.

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 Chapter-3: Univariate Analysis

3.10 Health problems due to long time use of internet

Table3.10: Frequency distribution health problems due to long time use of internet at a
stretch.

Eye Headache Others

52 22 12

Figure3.10: Graphical Presentation of health problem of respondents.

Health problems due to long time use

Eye Headache Others

60%

30%

10%

Eye Headache Others

Comment: Most of the respondents (60%) are facing health problem and they think they
have stress on eyesight. And some of them (30%) have headache due to long time access to
internet at a stretch.

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 Chapter-3: Univariate Analysis

3.11 Time spend on study

Table3.11: Percentage distribution of time spends on study of respondents.

Study time Frequency Percent

Less than 3 hours 72 62

3-5 hours 39 34

More than 5 hours 4 4

Total 115 100

Figure3.11: Graphical Presentation time spends on study of respondents.

Time spend on study

62%

34%

4%

Less than 3 hours 3-5 hours More than 5 hours

Comment: 62% of the respondents are spending less than 3 hours in their academic studies.
34% respondent spends 3-5 hours in study and 4% spends more than 5 hours.

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 Chapter-3: Univariate Analysis

3.12: Device by which respondent access to internet

Table3.12: Percentage distribution of device by which respondent access to internet.

Frequency Percent

Mobile 92 80
Desktop 4 3
Portable 10 9
computer
Not respond 9 8

Total 115 100

Figure3.12: Graphical presentation of device by which respondent access to internet.

Device used to access to internet

Portable
computer
Desktop 9%
4%

Mobile
87%

Comment: Most of the respondent (87%) use mobile device to access to internet. 9%
respondent use portable computer to access internet. And 4% uses desktop to access to
internet.

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 Chapter-4: Bivariate analysis and test

4.1 Relation between CGPA and Internet access

Table4.1: Table of mean comparison between CGPA and internet access.

Report
CGPA
Access Mean N Std.Deviation
Yes 3.2977 107 .26015
No 3.4800 7 .10786

Comment: Mean CGPA of the respondents who access to internet is little bit lower than the
mean CGPA of the respondents who don’t access to internet.

Hypothesis: Ho: CGPA does not depend on internet access.

Ha: CGPA depends on internet access.

Table4.2: ANOVA table for mean comparison between internet access and CGPA.

ANOVA Table
S.S df M.Square F Sig.
Between Groups .218 1 .218 3.377 .069
(Combined)
Within Groups 7.244 112 .065

Comment: From the ANOVA table our calculated F statistic 3.377 is less than the critical
value 3.925 at 5% level of significance. Hence we fail to reject the null hypothesis, i.e. CGPA
does not get influenced by access to the internet.

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 Chapter-4: Bivariate analysis and test

4.2 Correlation between times spends on internet and time spends on study.

Table4.3: Correlation between ‘time spends on study’ and ‘time spends on internet’.

Correlations
Time spend Spend time
on internet on study
Time spend on Pearson 1 -.441
internet Correlation
Sig. (2-tailed) .000
N 115 115

From the correlation table there has a negative value of Pearson Correlation, hence we may
conclude that increase of one causes decrease to other. More precisely with the increase of
time spend on internet, study time decreases.

Again p-value is less than .05; hence it is clear that there has a significant relation between
time spends on internet and time spends on study.

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 Chapter-4: Bivariate analysis and test

4.3 Relation between Gender and Internet access

Table4.4: Cross tabulation between Gender and internet access.

Gender * Access
Gender Access Total
Yes No
Male 92 1 93
Female 15 6 21

Comment: Among the 93 male respondent, 92 of them access to internet. And among 21
female respondent, 15 of them access to internet.

Hypothesis: Ho: Access to internet does not depend on gender.

Table4.5: Chi-square test result.

Chi-Square Tests
Value DF
Pearson Chi-Square 22.473 1

Comment: Pearson Chi-square value is 22.473 is greater than the Chi-square critical value
3.84 with 1 d.f at 5% level of significance. Hence we may reject the null hypothesis, i.e.
Internet access depends on gender.

Figure4.1: Internet access by gender

Internet access by Gender

100
Male
50
Female
0
Yes No

Comment: From the graph it is clear that most of the female respondents don’t access to
internet. But almost all the male respondents access to internet.

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 Chapter-4: Bivariate analysis and test

4.4 Mean CGPA by Gender

Table4.6: Representation of mean CGPA by Gender with table.

Report
CGPA of the respondents
Gender Mean N
Male 3.29 93
Female 3.37 22
Total 3.30 115

Figure4.2: Graphical representation of mean CGPA by Gender.

Mean CGPA by Gender

Female

Male

3.24 3.26 3.28 3.3 3.32 3.34 3.36 3.38

Comment: From the above figure it is clear that mean CGPA for female is greater than mean
CGPA for male respondents.

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 Chapter-5: Multiple Linear Regression

5.1 REVIEW OF SIMPLE LINEAR REGRESSION

A simple linear regression is carried out to estimate the relationship between a dependent
variable, Y, and a single explanatory variable, X, given a set of data that includes
observations for both of these variables for a particular population. And it can be represented
by the following equation:

Where, is the intercept and is the slope of the line. And is the error term.

5.2 MULTIPLE LINEAR REGRESSION

In multiple linear regression, there are p explanatory variables, and the relationship between
the dependent variable and the explanatory variables is represented by the following
equation:

Where:

is the constant term and

to are the coefficients relating the p explanatory variables to the variables of interest.

And is the error term.

So, multiple linear regression can be thought of an extension of simple linear regression,
where there are p explanatory variables, or simple linear regression can be thought of as a
special case of multiple linear regression, where p=1. The term ‘linear’ is used because in
multiple linear regression we assume that y is directly related to a linear combination of the
explanatory variables.

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 Chapter-5: Multiple Linear Regression

5.3 Relation between CGPA and time spend on internet, time spend on
study, income.

Table5.1: Coefficient of regression model for CGPA and time spend on internet, time spends
on study, income.

Coefficients
Model Unstandardized Coefficients
B Std. Error
(Constant) 3.234 .101
Time spend on internet -.038 .030
Spend time on study .161 .042
Income -.05 .000

Comment: From the above regression coefficient table the regression line becomes,

Hence it is clear from the above regression equation, one unit increase in ‘Time spends on
internet’ holding other variable constant CGPA decreases by .04 units. Again one unit
increase on variable ‘Time spends on study’ will increase CGPA by .162 units. And one unit
increase in ‘Income’, CGPA decreases by .05 units.

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 Chapter-6: Discussion

Findings of the study

Major findings of the study are as follows:

 Total number of respondent is 115, 93(81%) were male and 22(19%) respondents
were female.

 Among the respondent 66% access to internet for the purpose of Social networking
mainly. And 17% access to internet for study purpose mainly. That is most of the
student access to internet for social networking only.

 54% of the respondents are from Science faculty, 10% of them from Business faculty,
and rest 36% from Social Science faculty.

 There have 58% of the respondents who earn money by their own, 40% respondents
get from parents.

 93% of the respondent access to the internet and 7% of the respondents do not access
to internet.

 12% of the respondents have Internet addiction as they are using internet more than 4
hours a day. It causes health problem like reduced sleeping time.

 38% of the respondents think that there has negative effect of Internet on their CGPA.
It is for the reason that they are using internet a lot.

 Most of the respondents (60%) who are facing health problem, they think they have
stress on eyesight. And some of them (30%) have headache due to long time access to
internet at a stretch.

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 Chapter-6: Discussion

CONCLUSION AND RECOMMENDATION

In this era of technology Internet is playing an important role in our daily activities including
the academic activities, so it is the high time we assessed the impact of Internet in our daily
life and academic life. We must ensure its positive use as much as possible. In this context,
this study reveals a fact that the habitual use of Internet which is named Internet addiction,
i.e. use of internet more than four hours affects negatively on the performance of the students.
Beside this they are facing health problem. So it is time to make awareness among the
students and this will help us to be benefited by using Internet.

Recommendations

 It has been found through this study that students, who use Internet, use it mostly for
non-academic purposes. It should be ensured that the Internet facilities made are
accessed to enhance academic performance.
 There should be enough supports within the academic institutions in order to allow all
students to have regular access to Internet facilities but need to encourage the students
to use the facilities of Internet for academic purpose.
 Educational institutions need to take an active initiative to introduce the students to
Internet by highlighting ways through which it can be of great help in enhancing their
academic performance. This would make the use of Internet much more relevant to
academic tasks.
 Students need to be very conscious to ensure that they should not too much involve of
using Internet for recreation purpose. Because Internet addiction could be the cause of
low performance as well as physiological imbalance.

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 References & Appendix

REFERENCES

 Md. Shamimul Islam and Mahmudul Hasan Fouji (2010). The Impact of ICT on
Students’ Performance: A Case Study of ASA University Bangladesh. ASA
University Review, Vol. 4 No. 2, July–December, 2010
 Md. Shamim Talukder , Md. Jahangir Alam and Md. Ariful Islam Apu (2015). THE
IMPACT OF ICT ON STUDENTS’ PERFORMANCE: A CASE STUDY ON
UNDERGRADUATE UNIVERSITY STUDENTS. Manarat International University
Studies, 4(1), 2015.
 Peter M. Ogedebe (2012). INTERNET USAGE AND STUDENTS’ ACADEMIC
PERFORMANCE IN NIGERIA TERTIARY INSTITUTIONS: A CASE STUDY OF
UNIVERSITY OF MAIDUGURI
 Austan Goolsbee, & Jonathan Guryan (2002). The Impact of Internet Subsidies in
Public Schools.
 Kirkpatrick, H., & Cuban, L. (1998). Computers Make Kids Smarter—Right?
 Rajshree Agarwal & A. Edward Day (1998): The Impact of the Internet on Economic
Education, The Journal of Economic Education, 29:2, 99-110.
 Tah Babila Mbah (2010). The impact of ICT on students’ study habits. Case study:
University of Buea, Cameroon. Journal of Science and Technology Education
Research Vol. 1(5), pp. 107 - 110, October 2010.

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APPENDIX

QUESTIONNAIRE

Name:
(Choose one option from each question)

1. Gender : Male Female

2. Age:
3. Faculty: Science Humanities Business
4. Department:

5. Monthly income:
In Taka
6. Source of your income:
From parents By yourself (Tuition, Freelancing, Part time job)
7. Your CGPA

8. Do you access to the Internet?

Yes No
a) If yes, then where you access internet?
Use free internet provided by University
Access to Internet elsewhere
At home
b) If no, then why don’t you access internet?
Don’t need internet
Cost too high
Don’t know how to access to internet
9. By which of the following device you use to access to the internet at home?
Desktop computer
Portable computer (laptop, notebook, tablet)
Mobile devices (mobile phone, smart phone)
10. How often you use to access to internet?
Everyday Once a week Less than once a week Never
11. How much time you use to spend on Internet a day?
Less than 2 hour 2-4 hour More than 4 hour
12. What type of Internet connection you use?
Broadband connection Wi-Fi connection
Mobile broadband connection Dial-up over telephone
13. Of which generation of internet you use?
2G 3G

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14. Why do you access to Internet mainly?

Study purpose
Social networking
Entertainment
Income money
15. Do you access internet even when you are in class?
Yes No
16. Is there any effect of ICT on your CGPA?
Positive Negative No effect
17. How often you use computer?
Everyday Once a week
Less than once a week Don’t have any computer
18. On which you are interested?
Graphics design Games
Office Work (Word, Excel, PowerPoint Programming
Multimedia task
19. Do you use any online storage service like Google Drive, Dropbox?
Yes
No
20. Do you think using internet for a long time at a stretch may cause your health
problem?
Yes
No
Don’t know
a) If Yes then what type of problem you are facing?
Problem of eyesight
Headache
Others
21. How much time you spend on your study?
Less than 3 hour
3-5 hour
More than 5 hour
22. Do you think you are spending more time on internet than study?
Yes
No
23. How much money you spend on Internet usage monthly?
In Taka

Thanks for completing the questionnaire.

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