A Regression Analysis on the Hours Spent on the Internet and Time Spent to Study on Academic Performance of Students
Chapter One
OBJECTIVES OF THE STUDY
- To investigate whether the time students spent on the internet enhance academic performance of students.
- To determine the relationship between time spent studying outside of class and academic performance of students.
- To examine the relationship between time spent working and academic performance of students.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter presents the review of related literature on “a regression analysis on the hours spent on the internet and time spent to study on academic performance of students. Views and opinions of other authors will be presented as follows.
THEORETICAL FRAMEWORK
Mobile learning theory
The terms “M-Learning” and “Mobile Learning” are usually used to refer to teaching and learning with mobile technologies. The “mobile” in “mobile learning” has two implications:
- a) Learner Mobility:learners are able to engage in educational activities without the constraints of having to do so in a tightly delimited physical location. To a certain extent, learning can happen outside a classroom or in various locations, requiring nothing more than the motivation to do so wherever the opportunity arises – from books, electronic resources, places and people.
- b) Mobile Devices:portable, lightweight devices that are sometimes small enough to fit in a pocket or in the palm of one’s hand. Typical examples are mobile phones, smart phones (like the iPhone), palmtops, and handheld computers like the iPad or PDAs (Personal Digital Assistants); Tablet PCs, laptop computers and personal media players like the iPod can also fall within its scope. These devices can be carried around with relative ease and used for communication and collaboration, and for teaching and learning activities that are different from what is possible with other media.
According to O’Malley et al. (2003) have defined mobile learning as taking place when the learner is not at a fixed, predetermined location, or when the learner takes advantage of the learning opportunities offered by mobile technologies. The Learn2Go project gives Mobile Learning a more detailed definition: a term used to define the type of learning that takes place when the learner has some kind of mobile handheld computer, such as a PDA, Smartphone, tablet PC, games console or other portable device and can make use of the device, it’s connectivity, tools and content to learn at a time and place of the learners choosing.
Mobile learning has a range of attributes that might contribute to its definition:
- i) spontaneous
- ii) personal
iii) informal
- iv) contextual
- v) portable
- vi) ubiquitous (available everywhere)
vii) pervasive (so integrated with daily activities that it is hardly noticed)
Compared to e-learning, m-learning has these additional features:
- i) more varied and changing locations
- ii) more immediate interaction
iii) smaller, often wireless devices
Multimedia Learning Theory
There is a growing body of evidence that use of ICT in the classroom can enhance learning (Meiers, 2009). Computer-based multimedia learning environments – consisting of images, text and sound – offer a potentially powerful setting for improving student understanding. However, all multimedia resources are not equally effective, so the challenge teacher’s face is how to assess and select multimedia resources that best promote meaningful learning. How can we use words and pictures to help students explore the life stories of significant Indigenous figures, learn how the language and techniques of filmmaking are used to tell stories, explore the characteristics of scatter plot graphs, explore the properties of right-angled triangles to calculate unknown quantities, better understand the current model of the Earth’s structure or solve a product design brief?
Mayer and Moreno (2002) discuss the cognitive theory of how learners process multimedia information. This theory can be used to guide teachers to assess and select the most effective multimedia resources for learning in the classroom. The most substantial gains in pupil attainment are achievable where the use of ICT is planned, structured and integrated effectively. Also, teachers need to be aware that there are times when the use of ICT is appropriate for a particular task and other times when different media are more appropriate.
A BRIEF HISTORY OF THE WORLD OF INFORMATION TECHNOLOGY
In any case, it is interesting to note that our study discovered that there has been a radical departure from the communication revolution of 1960’s and that of today it is basically, because modern system of communication/ communication revolution has today been accompanied by rapid industrialization. The result is that technological development is necessitated by social structure; new methods of communication have been discovered to facilitate the dissemination of information. Some of these methods include; computers and satellites (Egbon, 2000). These new forms of communication are highly sophisticated. For example; satellites send long ranged signals, while computers help to calculate million of things, to learn to conduct research and to acquire knowledge. Satellites and computers have transformed the world into a global village and have made “Distance” shorter. It is as result of this revolution in information technology that made interaction among nations, individuals; interaction between a teacher and his students has also become possible and so-close. Educationally, the need for further scientific and technological development has today made communication necessary through the application of any given gadget/ device in teaching and learning processes. Therefore, developing nation should copy in highly selective manner from the technologically advanced nations.
However, the inception, growth and impact of information technology can be traced to the origin and impact of industrial revolution. It is a well known fact that Britain was the first industrialized nation because her industrialization was the event of 1750’s and France in 1760’s. The industrialization of these two nations in particular had generated a series of scientific invention in the fields of agriculture, commerce, transport, communication and education in general to mention just a few.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the methods and procedures used in this study to accomplish its purpose on “a regression analysis on the hours spent on the internet and time spent to study on academic performance of students. The strategies adopted in the collection of data are discussed under the following sub-headings; research design, area of the study, population of the study, sample size and sampling techniques, instrumentation, validation of instrument, reliability of instrument, administration of the instrument and method of data analysis.
RESEARCH DESIGN
This study adopted Ex post facto research design. This is because, the phenomena for investigation had already occurred and the researcher needed to establish the effect without manipulating the variables.
AREA OF THE STUDY
The study is to assess a regression analysis on the hours spent on the internet and time spent to study on academic performance of students.
POPULATION OF THE STUDY
The population of the study comprises of four thousand eight hundred and fifty (4,850) Senior Secondary One (SS2) students in six secondary schools in all the Niger Delta States during the 2014/2015 academic session. The information on population size of the study was obtained from the States Secondary Education Board of each state.
SAMPLE SIZE AND SAMPLING TECHNIQUES
Three (3) schools were sampled from the six secondary schools in all the Niger Delta States for the study using stratified random sampling techniques. The strata were schools in urban areas. Two (2) Schools were randomly selected from each strata. This leads to a total of four schools. An intact class of 150 students each was used for experimental and control for the study. This resulted in a total sample size of one hundred and twenty (600) students.
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
INTRODUCTION
This chapter entails the presentation of data analysis and interpretation of data collected. The data collected was through the use of questionnaire while the analysis was based on research questions and research hypotheses stated earlier in chapter one for this research.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
INTRODUCTION
This chapter presents the summary, conclusion and recommendations for further studies.
SUMMARY
This study was on regression analysis of the hours spent on internet and the time spent to the study on academic performance of students. To achieve this objective, four research questions and two research hypotheses were formulated to guide this study. The data collected were analyzed using mean and standard deviation and regressional analysis statistical technique. The results of the study revealed that:
- a) There is a relationship between time spent studying outside of class and academic performance of students.
- b) There is a positive relationship between time spent working and academic performance of students.
CONCLUSION
Based on the findings of this study and subsequent recommendations, it is concluded that that it is easily done at a student orientation, in student newsletters, on the Web, or in the classroom. It should be clearly communicated to them that their abilities, motivation, and behaviour work in tandem to influence their academic performance. If students are lacking in even one of these areas, their performances will be significantly lower. Once students have a better understanding of how ability, motivation, study time, and work patterns influence academic performance, they may be more likely to understand their own situations and take corrective action. More important, they may be less likely to have unreasonable expectations about their academic performance and take more individual responsibility for its outcome rather than conveniently putting the blame on the instructor. For example, it is not uncommon for intelligent students to believe that ability will result in high levels of academic performance regardless of their level of motivation or effort.
It was observed that the ability on academic performance to be much higher for students who spend more time studying than for those who spend less.
RECOMMENDATIONS
Based on the findings of this study, the researcher made the following recommendations:
- Training on internet search skill should be given to students to enable them locate materials with ease.
- Awareness programmes should be put in places to sensitize students of the advantages derived from the use of the internet.
- The government should provide better internet facilities to various schools and colleges with strict policy so that the teachers and students use the internet solely for academic purpose.
REFERENCES
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- Barling, J., Kelloway, K., & Cheung, D. (1996). Time management and achievement striving interact to predict car sales performance. Journal of Applied Psychology, 81(6), 821–826.
- Barron, R. M., & Kenny, D. A. (1986). The moderator- mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
- Carlson, D. S., Bozeman, D. P., Kacmar, M. K., Wright, P. M., & McMahan, G. C. (2000). Training motivation in organizations: An analysis of individual-level antecedents. Journal of Managerial Issues, 12, 271–287.
