ii

DECLARATION

I hereby declare that the project work report entitled "Use of internet usage among
students in Kathmandu valley: An analysis of academic and social impact"
submitted for the BBA is my original work and the Project Work Report has not formed
the basis for the award of any degree, diploma, or other similar titles.

______________________

Signature of the Student

Name:

Date:
 iii

CERTIFICATE FROM THE SUPERVISOR

This is to certify that the Project Work entitled “USE OF INTERNET USAGE
AMONG STUDENTS IN KATHMANDU VALLEY: AN ANALYSIS OF
ACADEMIC AND SOCIAL IMPACT” submitted by Roshan Rai; Roll no
17030083 for the partial fulfillment of the requirements of BBA embodies the
bonafide work done by her under my supervision.

______________________

Signature of the Supervisor

Name:

Date:

______________________

Signature of Program Head

Name:

Date:

______________________

Signature of the External Examiner

Name:

Date:
 iv

ACKNOWLEDGEMENT

This study entitled " Use of internet usage among students in Kathmandu valley:
An analysis of academic and social impact" has been prepared for the partial
fulfillment of requirement of Bachelor in Business Administration under the faculty
of management, Pokhara university.

I wish to convey my deepest gratitude to all those who helped me to prepare this
project report. Firstly, I would like to thank Pokhara university for providing us such
project work to broaden our theoretical knowledge into real practical life. And I also
want to thank my Apex college for cooperating with me in providing approval,
support for data collection and other requirements during survey.

This project would not have been completed without the help and guidance of many
people. I would like to express my sincere gratitude to my supervisor Mr. Yogendra
Adhikari. His suggestions were very useful and have helped me for a successful
completion of this report. I would also like to express my gratitude to all those
respondents who co-operated with me and answered to all the questions in the
questionnaires. I am overwhelmed in all humbleness and gratefulness to acknowledge
my depth to all those who have helped me to put these ideas, well above the level of
simplicity.

Roshan Rai
 v

TABLE OF CONTENTS

DECLARATION ........................................................................................................... ii
CERTIFICATE FROM THE SUPERVISOR ..............................................................iii
ACKNOWLEDGEMENT ............................................................................................ iv
TABLE OF CONTENTS ............................................................................................... v
LIST OF TABLES ........................................................................................................ vi
LIST OF FIGURES ..................................................................................................... vii
CHAPTER I ................................................................................................................... 1
INTRODUCTION ......................................................................................................... 1
1.1 Background of the study ...................................................................................... 1
1.2 Statement of problem ........................................................................................... 2
1.3 Objectives of the study......................................................................................... 3
1.4 Significance of the study...................................................................................... 3
1.5 Literature review .................................................................................................. 4
1.6 Methodology ...................................................................................................... 11
1.7 Limitations of the study ..................................................................................... 11
CHAPTER II ................................................................................................................ 12
DATA PRESENTATION AND ANALYSIS ............................................................. 12
2.1 Demographic profile of respondents.................................................................. 12
2.1.1 Gender ......................................................................................................... 12
2.1.2 Level of study ............................................................................................. 13
2.2 Descriptive analysis of respondents ................................................................... 13
2.2.1 Current trend of internet usage among students ......................................... 14
2.2.2 Purpose of internet usage ............................................................................ 16
2.2.3 Internet's impact on social and academic life of students ........................... 17
2.3 Major Findings ................................................................................................... 20
CHAPTER III .............................................................................................................. 23
SUMMARY AND CONCLUSTION .......................................................................... 23
3.1 Summary of findings.......................................................................................... 23
3.2 Conclusion ......................................................................................................... 24
References
Appendix
Questionnaire
 vi

LIST OF TABLES

Table 1: Internet use per week among the various racial/ethnic groups ........................ 5
Table 2: Impact of study hours on internet use .............................................................. 5
Table 3: Impact of ownership of computer on internet use ........................................... 6
Table 4: Respondents based on gender ........................................................................ 12
Table 5: Respondents based on level of study ............................................................. 13
Table 6: Responses on acquaintance with internet ...................................................... 14
Table 7: Experience as internet user ............................................................................ 14
Table 8: Device to access internet ............................................................................... 15
Table 9: Frequency and daily hours spent on internet ................................................. 15
Table 10: Internet for social media and frequency of social media use....................... 16
Table 11: Personal information you share ................................................................... 16
Table 12: Internet for online games ............................................................................. 17
Table 13: Internet to learn and seek information and for online courses..................... 17
Table 14: Internet impact on study hours .................................................................... 17
Table 15: Internet impact on academic performance ................................................... 18
Table 16: Internet for sound relationship with friends................................................ 18
Table 17: Internet impact on relationship with family................................................. 19
Table 18: Internet for latest trends ............................................................................... 19
 vii

LIST OF FIGURES

Figure 1 Respondents based on Gender....................................................................... 12

Figure 2 Respondents' educational qualification ......................................................... 13
 1

CHAPTER I

INTRODUCTION

1.1 Background of the study

In 1960s MIT’s J.C.R. Licklider popularized the idea of an “Intergalactic Network” of

computers. Shortly thereafter, computer scientists developed the concept of “packet
switching,” a method for effectively transmitting electronic data that would later
become one of the major building blocks of the Internet. The first workable prototype
of the Internet came in the late 1960s with the creation of ARPANET, or the
Advanced Research Projects Agency Network. Originally funded by the U.S.
Department of Defense, ARPANET used packet switching to allow multiple
computers to communicate on a single network. The technology continued to grow in
the 1970s after scientists Robert Kahn and Vinton Cerf developed Transmission
Control Protocol and Internet Protocol, or TCP/IP, a communications model that set
standards for how data could be transmitted between multiple networks. ARPANET
adopted TCP/IP on January 1, 1983, and from there researchers began to assemble the
“network of networks” that became the modern Internet. The online world then took
on a more recognizable form in 1990, when computer scientist Tim Berners-Lee
invented the World Wide Web.
Internet has come a long way since the introduction of World Wide Web by Tim
Berners-Lee in 1990. According to Global Digital Report (2019), there are 4.39
billion internet users, an increase of 366 million since January 2018. Out of 4.39
billion users, 3.48 billion users use social media. The Internet was first introduced into
Nepal in 1993 in a venture of the Royal Nepal Academy of Science and Technology
(RONAST) and a private company, Mercantile Office Systems (MOS). Since then
internet users in Nepal are also rapidly growing. Nepal Telecom Authority MIS
October 2017 showed 16.67 million Nepalese connect to internet which is 63% of
total population. The growing internet users in Nepal is mainly due to the growing
mobile users and lowering price for internet bandwidth. According to Nepal
Telecommunications Authority local ISPs are buying international bandwidth at
around $8 per Mbps per month at present against almost $50 per Mbps per month
 2

some four years back. Internet has greatly affected the lives of people. It has become a
major tool for communication around the globe. There is rapid growth of internet
culture. Internet culture includes various social phenomena associated with the
Internet and other new forms of the network communication, such as online
communities, online multi-player gaming, wearable computing, social gaming, social
media, mobile apps, augmented reality, and texting, and includes issues related to
identity, privacy, and network formation. It has become a part of peoples' lives.
Watching online streams, sharing photos, videos and other contents, making online
order and payments, working from home are some of the services of internet.
Internet has also great impact on the social and academic life of student. Internet has
become a major source for learning materials for students. Various sites like
KhanAcademy, Wikipedia, Investopedia, Researchgate can be really helpful to
students. Students are able to interact with other fellow students and teachers even
without directly meeting them. Similarly, various e-learning courses are offered by
Edx, Alison and futurelearn. Students are not only using internet for learning
purposes. There is growing number of students using social medias like Facebook and
Twitter. 8.7 million people in Nepal use Facebook in 2017(Internet world stats, 2019).
Many of them use internet for online games like PUBG and DOTA2. There is
growing concerns among parents and teachers because of increasing use of internet in
students other than for learning purpose. Many parents complain that their children
are wasting their time surfing on social medias or playing online games on mobile or
PCs. They argue that the increasing use of internet has negative impacts on the
academic performance of students.

1.2 Statement of problem

There is growing trend of using internet among students in Nepal. Internet has
become the greatest companion for academic and entertainment purposes. Various
social medias platform has become a tool for connecting with others and sharing your
precious moments of life. Internet has positively and negatively affected the social
and academic life of students today. It is clear now, that social networking sites like
Facebook and Instagram can have positive effects on our social life. It can make it
 3

easier for us to keep track of existing acquaintances, and easier to have access to
information relevant to one's social life. Social media can also help us develop
relationships with people that are far away geographically. However, the rise in the
following of western culture among students in the result of internet culture. These
young students are the ones who will transfer culture to newer generations. There are
many students who use internet for searching learning materials. Many of them are
associated in Facebook groups to share their knowledge on different topics and for
discussions. But on the other hand, the continuous use of Facebook, Twitter and
YouTube has negative impacts on academic performances and their social life.
Similarly, there is increase in online games addiction among students. Many spend lot
of time in playing various online games which has resulted to weaker social
connections and waste of a lot of time instead of learning new things.
This study tried to find out the internet usage trends among students in Kathmandu
valley. More specifically, this study is directed to resolve following issues:
• What is the current trend of internet usage among students in Kathmandu?
• For what purposes these students are using internet?
• How has the internet affected their social and academic life?

1.3 Objectives of the study

The main objectives of this study are:

• To find out the current trend of internet usage among students in Kathmandu.
• To find out the purposes for using internet among students.
• To find out how the internet has affected the social and academic life.

1.4 Significance of the study

The rise in internet among students have raised various concerns. Some people argue
that internet usage positive impacts on the social and academic life of students. They
say students are greatly helped to improve their academic performances because of
vast learning materials available in internet. Various e-learning courses offered by
Edx, Alison and futurelearn are helping these students to learn new things beside their
academic courses. Also, internet has helped them to keep their existing relationships
 4

stronger and also develop relationship with people who may be geographically far.
But there are people who argue for the negative impacts on the social and academic
life of students. They say that increase in internet usage has led to wastage of precious
time of students by chatting with their friends, watching videos in YouTube or
watching livestreams on Twitch. They argue that many of these young students are
addicted in mobile or PC online games and there is rise of violent behaviour and use
of rude language among students.
Thus, this study is valuable to teachers, students and their parents to get valuable
insights on the impact of internet on students. This study helped to discover the
internet usage trends among students in Kathmandu valley and purposes for using
internet. This study also helped for parents to control their children for using different
social sites and playing online game excessively. It encouraged students to use
internet in such manner that will benefit their academic and social life.

1.5 Literature review

Literature Review is a classification and evaluation of what accredited scholars and

researchers have written on a topic (Polonsky & Waller, 2005). Literature review puts
the researches in historical context and shows familiarity with the state of art
development. It provides valuable insights about the variables to be considered in the
research study. Internationally, a lot of researches and study have been done on the
impact of internet. The conclusions of some of them are explained below:

1.5.1 Internet Use Among College Students: Are There Differences by

Race/ethnicity? (Korgen, Odell & Schumacher, 2001)

Eight hundred seventy-three students from nine colleges, including 333 from three
private colleges and 540 from six public colleges, in Massachusetts, Rhode Island,
New Jersey, Georgia, and Hawaii participated in the study. Only students who were
25 years of age or less were included in the study. Surveys were distributed to a wide
variety of classes at each of the colleges in order to ensure a broad representation of
majors. Three hundred fifty-two were from humanities/social sciences, 380 were from
business or math/science, and 136 were undeclared. Four hundred eighty students
 5

were male and 393 were female. Six hundred fifty-five students were white, 74 were
Asian, 83 were black and 61 were Hispanic. Students who declined to identify
themselves as to race and students who described themselves as American Indian or
of mixed race were not included in the study, since their numbers were too small to
analyze. The total number of the original 935 participants excluded for these reasons
was 62.
• Does a Gap Exist in Internet Use Among Asian, White, Black, and Hispanic
College Students?
Yes. An analysis of variance shows that race/ethnicity is a significant predictor of
Internet hours (F=2.94, p=0.033). The natural log of Internet hours was used in this
analysis, to make distributions closer to normal and variances among groups more
homogeneous.

Table 1: Internet use per week among the various racial/ethnic groups

Internet Hours Whites Asians Blacks Hispanics

Mean 6.198 8.326 3.827 5.426
Median 3.5 4.75 3.00 3.00

• Do hours of studying affect internet use?

Yes. College students, of all races/ethnicities, who study more also tend to use the
Internet more than those students who study for fewer hours per week (F=6.071,
P<0.001). The following table describes the relationship between Internet use and
hours spent studying. The same general pattern is shown by each racial/ethnic group,
although some category numbers are too small for statistical analysis.

Table 2: Impact of study hours on internet use

Study hours <=5 6-10 11-15 16-20 21-25 >25

Internet hrs- 4.85 5.17 5.74 7.55 8.26 11.29
mean
Internet hrs- 2.00 3.00 4.00 4.50 5.00 6.00
median
 6

• Does Having a Computer in the Home of Origin Influence Internet Use?

Yes. In fact, as the following table reveals, the longer the computer has been in the
home, the greater the use of the Internet. For those with computers in their home of
origin, use of the Internet rises significantly (F=5.407, p=0.001) as time the computer
has been present increases.

Table 3: Impact of ownership of computer on internet use

Computer None <1 year 1-2 yrs 3-5 yrs >5 yrs
in home
Internet hrs 3.47 3.93 4.7 6.18 7.52
mean
Internet 2.00 2.25 3.0 3.75 4.25
hrs-median

This study indicates that the “digital divide” is alive and well on college and
university campuses today. It also supports previous research that reveals a positive
relationship between Internet use and home computer ownership. The results also
reveal that study habits are related to Internet use and that, in this sample at least,
black college students self-reported both less use of the Internet less and less study
time than members of other races/ethnicities.

1.5.2 Trend of internet use among medical students (Sharma, Verma, Arora,
Kapoor & Sawhney, 2006)

Two hundred Undergraduate (UG) and 100 postgraduate (PG) students participated in
the study. All the data was collected at the end of the study and presented in
percentage. Inter-group comparison was done using chi-square test. About 88% of PG
students and 65% of UG students were reported to use computers. However, majority
(53%) of the PG students were taking help of others(p<0.0001); whereas, 55% of UG
students were using computers on their own. UG students were using computers for
entertainment and general information. Among PG students' trend was to use
computers generally for thesis and research work (p<0.0001). Majority of students in
 7

both the groups were using computers/internet in cybercafé, followed by home and
college. Text books were represented as preferred medium for information by 75%
UG students and internet by 84% of PG students.45% of UG and 24% of PG students
were found exposed to computer-assisted teaching (CAT); however, 100%of PG and
UG students advocated the use of CAT.

1.5.3 Internet as an information source: attitudes and usage of students enrolled

in a college of agriculture course (Rhoades, Irani, Telg & Myers, 2007)

There were 145 female (56.9%) respondents and 110 males (43.1%) and the majority
of respondents were 18 to 20 years old (56.3%) with 21-23 years old 37.9%, 24-27
years old 5.1% and 28+ years old 0.7%.
• Level of computer usage and ownership of students enrolled in a college of
agriculture course
The majority (98.8%, n= 253) indicated that they own a personal computer, while
high speed (55.3%, n= 140) and wireless access (37.1%, n= 95) were the most
indicated methods to access the Internet at home. The majority of students (53.7%, n=
137) spent 2 to 3 hours online each day, with 25.5% (n= 65) spending one or less
hours online. The majority of students (51.6%, n= 132) indicated visiting three to four
sites each visit.
• Task performed online by students in a college of agriculture course
The majority (89.5%, n= 229) did not have their own Web site, and 89.1% (n= 228)
did not have a personal blog, while 85.2% (n= 218) had a page on Facebook, and
10.5% (n= 27) had a page on MySpace. Of respondents, 82.4% (n= 210) indicated
they had never created a Web site. Students were also asked to indicated on a 1-5
scale (1=never to 5=very often) how often they work on programs like WebCT, use
search engines, shop on Ebay, watch videos, read blogs, shop online, and download
music each week. Weekly, search engines (m= 4.3, SD=. 91) and WebCT (m= 4.3,
SD=. 90) were utilized the most by respondents.
• Attitudes towards the perceived credibility and usefulness of internet by students
enrolled in a college of agriculture course
Participants indicated their level of attitude toward the Internet in general through
semantic differentials. The Internet was seen to be moderately good, easy to
 8

understand, important, easy to find, beneficial, believable, credible, and accurate

(Table 7). The grand mean for general attitude toward the Internet was 3.2 (SD= .91)
on a 1 to 5 scale (1 being more negative and 5 being more positive).

1.5.4 Internet Use Among University Students: A Survey in University of the

Punjab, Lahore (Mahmood, 2013)

165 respondents were female (55%), and 135 (45%) were male. The students were
studying in different faculties. Seventeen (6%) were studying in arts and humanities,
the students of social sciences were 177 (59%) while 106 (35%) were in science and
technology.
• Experience as internet user
The students asked about the period, since they had been using Internet. The
responses varied between up to one year to nine years. The analysis shows that 64
students’ (21%) period of Internet use was up to one year. Seventy-three (24%)
students had two-year experience, while 36 (12%) had three year and 38 (13%) had
four-year experience of using Internet. Eighty-nine (30%) were using Internet for five
or more years.
• Frequency of internet use
The students were asked to mention how often they used Internet. The results reveal
that daily users were 93 (31%) while 141 users (47%) were using Internet 2-3 days in
a week, 16 users (5.5%) were using it fortnightly, 21 users (7%) were using it once a
month and 34 (11.5%) were using it rarely.
• Sources of internet training
The students were asked to mention the sources from where they acquired skills to use
Internet. One hundred and forty-eight users (49%) mentioned that they learnt skills by
themselves. One hundred and sixteen users (39%) revealed that they got training from
their friends, 56 users (19%) mentioned that they learnt it through training programs,
40 users (13.5%) mentioned that they learnt it from their teachers, 33 users (11%)) got
training from the staff of the Internet Lab, 15 users (5%) mentioned that they learnt it
from their relatives, 14 users (4.5%) learnt it from other sources, i.e., family members,
colleagues and through computer books.
 9

• Reasons for internet use

The students were asked to mention the reasons for using Internet. One hundred and
ninety users (63.%) mentioned that they were using Internet for preparing class
assignments, 135 users (45%) were using it for assistance in their research projects,
100 users (33%) pointed out that they were using it to update their knowledge, 96
users (32%) were using it for communication purposes, 72 users (24%) mentioned
that they were using it for entertainment, 51 users (17%) were using it for the
examination preparation, 49 users (16%) were using it for reading news, 36 users
(12%) mentioned that they were using it to download software, 31 users (10%) were
using it for their specific purposes such as online job searching & application,
spending leisure time, chatting, for presentations, projects and notes, communities,
poetry reading, career development, to know about latest developments, to know
about international political & global affairs, and sports updates, while 13 users(4)
were using it for purchasing items.

1.5.5 The Impact of internet use for students (Puspita & Rohedi, 2018)

In this study, the authors defined the study population as the students of Vocational
High School located at SMKN 4 Pekanbaru with the number of students in 1120,
would be taken a number of samples by random sampling, number of samples
recommended in using random sampling techniques, with the estimation procedure
the sample is 100-150 samples. But others argue that the sample size is ideal for
random sampling that is five times the number of indicators / questions. In this study
120 samples were used that meet both of these assumptions.
• Internet usage time
The survey conducted by the author of the 120 respondents said they have all been
familiar with the internet and always use. They used the Internet in learning activities,
recess school, after school, before bed even getting out of bed. More than 55% of
them always used the internet from morning till night.
• Internet for social media
Out of 120 respondents, 82 respondents or 68.33% answered always use the Internet
for social media, 37 respondents or 30.83% answered frequently use the Internet for
 10

social media and only 1 person or 0.83% of respondents who answered rarely utilize
for social media.
• Internet for online games
Out of the answers of 120 respondents, 65 respondents or 54.17% answered always
utilize the internet for online games, 50 respondents or 41.67% answered frequently
use the Internet for online games and only 5 people or 4.17% of respondents who
answered rarely utilize internet for online games.
• Internet for online shopping
Out of 120 respondents 42 respondents or 35% answered not use the Internet for
online shopping, 42 respondents or 35% said rarely use the Internet for online
shopping and 36 respondents or 30% answered frequently use the Internet for online
shopping.
• Internet to learn and seek information
Out of 120 respondents, 41 respondents or 34.17% answered rarely use the Internet to
learn and seek information, 41 respondents or 34.17% answered frequently use the
Internet for online shopping and 38 people or 31.67% of respondents who answered
always use the internet to learn and seek information.
• Internet to keep up with technology
Out of 120 respondents 41 respondents or 34.17% answered not use the Internet to
follow technological developments and trends, 35 respondents or 29.17% answered
rarely use the Internet to follow technological developments and trends and 44
respondents or 36.67% who answered frequently use the Internet to follow
technological developments and trends.
The researcher concluded that internet had a negative impact because it had become
an addiction, use of the Internet are more likely to have negative and less support in
learning activities. This was evident from the results of a study of 120 respondents use
the Internet for social media as much as 82 respondents or 68.33% answered always
and 50 respondents or 41.67% answered frequently, use for online gaming activity,
response of 120 respondents 65 people or 54.17% of respondents answered always
utilize the internet for online games, 50 respondents or 41.67% answered frequently
use the internet for online games, while utilizing the Internet for watch YouTube, 56
 11

respondents or 46.67% answered frequently use the Internet to watch YouTube and
62 respondents or 51.67% always use the Internet to watch YouTube.

1.6 Methodology

For this study, descriptive research design was used. Descriptive research is used to
describe characteristics of a population or phenomenon being studied. It is a process
of accumulating facts about a phenomenon. Samples was taken using convenience
sampling method. Convenience sampling method is non probability method that
involves taking the samples from the population that is close to hand. Majority of data
was collected through questionnaire method and some were collected through
secondary sources. Data was analyzed using descriptive statistics. Descriptive
statistics include frequency distribution, measure of center and measure of spread
which allows to describe the nature of gathered data. Frequency distribution is a list,
table or graph that displays the frequency of various outcomes in a sample. While
measure of center includes mean, median and mode that attempt to find a single figure
to describe the entire distribution. Similarly, measure of spread includes Range,
Standard Deviation and Variance that attempt to find how similar or varied the set of
observed values are for a particular variable (data item).

1.7 Limitations of the study

The study focused on the social and academic impact of internet usage on students in
Kathmandu valley. However, the study was affected by various limitations as:
• Time constraints: Due to limited time, only certain number of samples were
taken for study the characteristics of whole population.
• Financial constraints: Certain sum of money was allocated for every research
project. Insufficient funds leaded to selection of few samples and also affect
gathering relevant materials.
• Generalizability: The study focused on the students of Kathmandu valley.
Hence, it can't be generalized to the students of whole Nepal.
• Sample size: Due to the time and budgetary constraints, few samples were
taken for study of whole population.
 12

CHAPTER II

DATA PRESENTATION AND ANALYSIS

2.1 Demographic profile of respondents

Respondents have been categorized into various categories based on their

characteristics such gender and level of study. The result of respondents' different
demographic categories is described below:

2.1.1 Gender

The gender of respondents included male and female. The frequency distribution is
shown below in table 4:

Table 4: Respondents based on gender

Gender Frequency
in no. in %
Male 30 60%
Female 20 40%

40%
Female

Male
60%

Figure 1: Respondents based on gender

Table 4 shows that male are more than the female respondents. Out of 50 respondents,
30 i.e. 60% are males and 20 i.e. 40% are females.
 13

2.1.2 Level of study

Table 5:Respondents based on level of study

Level of study Frequency

in no. in %
+2 8 16
Undergraduate 32 64
Masters 10 20

16%

+2

20% Masters

Undergraduate
64%

Figure 2: Respondents' educational qualification

2.2 Descriptive analysis of respondents

Descriptive statistics was used to analyze the responses from the respondents.
Descriptive statistics provide basic information about the variables in a dataset and
highlight potential relationship between variables.
The responses were collected using online questionnaire form (Google form). The
questionnaire contains mixed questions including dichotomous questions, scaling
questions and multiple-choice questions. These questions were designed to measure
"trend of internet use", "purpose of internet use", "social impact of internet" and
"academic impact of internet on students".
 14

2.2.1 Current trend of internet usage among students

Table 6: Responses on acquaintance with internet

Response Frequency
Yes 50
No 0

Out of 50 respondents, all of them responded that they have acquaintance with
internet. Out of these 50 respondents with yes response, 30 are males and 20 are
females.

Table 7: Experience as internet user

Period Frequency
Less than a year 0
2 years 5
3 years 14
More than 3 years 31

The students asked about the period, since they had been using Internet. The
responses varied between up to less than a year to more than 3 years (Table 7). The
analysis shows that 5 students' (10%) period of Internet use was 2 years. Fourteen
students (28%) had three years' experience, while 31 (62%) had more than three years'
experience of using Internet. The mean of the above data is 3.52 i.e. majority of the
respondents have 3 or more than 3 years' experience as internet user.
 15

Table 8: Device to access internet

Device Frequency
no. %
Laptop 4 8
Smartphone 15 30
Smartphone, desktop computer 7 14
Smartphone, desktop computer, laptop 5 10
Smartphone, desktop computer, laptop, Tablet 2 4
Smartphone, laptop 17 34

Out of 50 respondents, most of them accessed internet through smartphones i.e. 46.
The responses showed that 17 respondents used smartphone and laptop, 2 used
smartphone, desktop, laptop and tablet, 5 accessed internet through smartphone,
desktop computer and laptop, 7 used smartphone and desktop computer, 15 used
smartphone and 4 accessed internet through laptop.

Table 9:Frequency and daily hours spent on internet

Internet use Frequency

no. %
Daily 50 100
2-3 days in a week 0 0
Fortnightly 0 0
Rarely 0 0

All the 50 respondents respond that they use internet daily.

Similarly, the mean of of daily hours spent on internet is found to be 3.44 i.e. average
hours spent on internet is around 4 hours and more. The standard deviation of daily
hours spent on internet is 0.972269 which indicates that the sample population spend
similar hours daily on internet as the mean hours spent by sample population.
 16

2.2.2 Purpose of internet usage

Table 10: Internet for social media and frequency of social media use
Social media Frequency Percentage
Yes 50 100
No 0 0
Frequency of Social media use Frequency Percentage
Rarely 0 0
Often 22 44
Always 28 56

All the respondents responded that they use internet for social media use. They were
also asked the frequency of social media use. None of them use social media rarely,
22 (44%) used often and 28 (56%) used social media always.

Table 11: Personal information you share

Personal information you share Frequency Percentage

Everything 1 2
I share a lot 8 16
Somethings but most is hidden from public 15 30
I share very little information 20 40
I don't share any information 6 12

Respondents were asked how much personal information information they share in
social media. Out of the 50 respondents, 1 (2%) share everything, 8 (16%) share a lot,
15 (30%) share somethings but most is hidden from public, 20 (40%) share very little
information and 6 (12%) don't share any information in social media. The mean of
personal information shared is found to be 3.44 i.e. sample population tend to share
little information on social media. Similarly, standard deviation is found to be
0.972269 i.e. sample population has similar tendency to share information as the
mean personal information shared.
 17

Table 12:Internet for online games

Online games Frequency Percentage
Never 12 24
Rarely 12 24
Often 10 20
Always 16 32

They were asked if they used internet for online games. 12 (24%) never use internet
for online games, 12 (24%) rarely use, 10 (20%) often use and 16 (32%) always use
internet for online games. The mean of internet for online games is found to be 2.64
i.e. average sample population rarely/often use internet for online games and the
standard deviation is 1.19112 which shows that sample population are spread out over
a wider range of values.

2.2.3 Internet's impact on social and academic life of students

Table 13: Internet to learn and seek information and for online courses
Learn & seek information Frequency Online courses Frequency
Yes 50 Yes 5
No 0 No 45

All 50 respondents responded that they use internet to learn and seek information.
Similarly, out of 50, 5 of them used internet for online courses and 45 don't. The
online courses they mentioned included program related to BBA, Dota2 course,
sustainable development goal courses, edx course for programming.

Table 14:Internet impact on study hours

Impact of internet on study hours Frequency Percentage

Increase in study hours 5 10
No impact 14 28
Decrease in study hours 31 62
 18

The respondents were asked the impact of internet usage on the study hours. Out of
50, 5 (10%) responded that their study hours increased due to use of internet, 14
(28%) had no impact on their study hours and 31 (62%) study hours' decreased due to
use of internet. The mean internet impact on study hours is found to be 2.62 i.e. on
average, internet usage has decreased study hours in students. And the standard
deviation is 0.6773296 i.e. sample population nature tend to be close to sample mean.

Table 15: Internet impact on academic performance

Impact of internet on academic Frequency Percentage
performance
Positively 12 24
No impact 14 28
Negatively 24 48

The respondents were asked the impact of internet usage on their academic
performance. Out of 50 respondents, 12 (24%) responded that they have positive
impact, 14 (28%) have no impact and 24 (48%) have negative impact of internet
usage on academic performance. The mean internet impact on academic performance
is found to be 2.24 i.e. on average, there is negative impact of internet on academic
performance. The standard deviation is 0.822142547 i.e. sample population nature tend
to be close to sample mean.

Table 16: Internet for sound relationship with friends

Sound relationship with friends Frequency Percentage

Strongly agree 7 14
Agree 42 84
Disagree 1 2
Strongly disagree 0 0

The respondents were asked if internet help to maintain sound relationship with
friends. 1 (2%) disagree, 7 (14%) strongly agree and 42 (84%) agree that internet is
needed to maintain sound relationship with friends. The mean of internet for sound
relationship with friends is found to be 1.88 i.e. on average respondents agree that
 19

internet help to maintain sound relationship with friends. The standard deviation is
0.385449645 i.e. sample population nature tend to be close to sample mean.

Table 17: Internet impact on relationship with family

Relationship with family Frequency Percentage

Positively 14 28
No impact 28 56
Negatively 8 16

The respondents were asked how internet has affected their relationship family. 14
(28%) responded that internet has positive impact on their relation with family, 28
(56%) have no impact and 8 (16%) have negative impacts on their relation with
family due to internet. The mean of internet impact on relationship with family is
found to be 1.88 i.e. on average respondents agree that internet has nearly no impact
of internet on relationship with family. Similarly, the standard deviation is
0.385449645 i.e. sample population nature tend to be close to sample mean.

Table 18: Internet for latest trends

For latest trends Frequency Percentage

Never 1 2
Rarely 14 28
Often 23 46
Always 12 24

Respondents were asked if they use internet to keep up with latest trends. 1 (2%)
responded that he/she never use internet to keep up with latest trends, 14 (28%) rarely,
23 (46%) often and 12 (24%) always use internet to keep up with latest trends. The
mean of internet usage for latest trends is found to be 2.92 i.e. on average,
respondents use internet often to keep up with latest trends. Also, the standard
deviation 0.778276484 denotes that sample population nature tend to be close to
sample mean.
 20

2.3 Major Findings

The descriptive study was conducted on 50 respondents to find out how internet has
affected the social and academic life of students. The main purpose was to find the
current usage trend of internet among students, purpose of use of internet and the
social and academic impact of internet in students' life.
For the purpose of conducting the study, a 20-item questionnaire was used using
convenience sampling including respondents with different gender & age. There were
50 respondents in total. The descriptive analysis was done to determine the mean &
standard deviation of variables. Respondents answered on questionnaire containing
dichotomous questions, scaling questions and multiple-choice questions. The data was
collected, arranged and analyzed using Microsoft excel.
The results obtained from descriptive analysis are summarized below:
• There are 30 (60%) males and 20 (40%) females' respondents.
• 32 (64%) are undergraduates, 8 (16%) are +2 and 10 (20%) are masters'
students.
• Table 3 shows all 50 (100%) have acquaintance with internet with majority of
them 31 (62%) have more than 3 years' experience as internet user while only
5 (10%) have 2 years' experience as internet user. The mean is 3.52 i.e. on
average, respondents have 3 or more than 3 years' experience as internet user.
• Table 5 shows that respondents mostly use smartphones (46) for accessing
internet. Apart from smartphones, they use laptop, desktop computer and
tablet to access internet.
• Table 6 shows that all the respondents use internet daily. The mean of daily
hours spent is found to be 3.44 i.e. average hours spent on internet is around 4
hours and more. The standard deviation of daily hours spent on internet is
0.972269 which indicates that the sample population spend similar hours daily
on internet as the mean hours spent by sample population.
• Table 7 shows that all 50 respondents use internet for accessing social media.
It has also been found that none of them use social media rarely, 28 (56%) use
always and 22 (44%) use social media often.
 21

• Table 8 shows that most of the respondents prefer to share very little
information in social media with only 1 (2%) willing to share everything & 8
(16%) share a lot on social media. 20 (40%) share very little information, 6
(12%) don't share anything, 15 (30%) share something but most is hidden
from public. The mean for this is found to be 3.44 i.e. sample population tend
to share little information on social media. Similarly, standard deviation is
found to be 0.972269 i.e. sample population has similar tendency to share
information as the mean personal information shared.
• Table 9 shows that only 12 (24%) never play online games, 12 (24%) rarely
play online games, 10 (20%) often and 16 (32%) always play online games.
The mean of internet for online games is found to be 2.64 i.e. average sample
population rarely/often use internet for online games and the standard
deviation is 1.19112 which shows that sample population are spread out over a
wider range of values.
• Table 10 shows that all the respondents use internet to learn and seek
information. However, very few (5 i.e. 10%) use internet for online courses.
• Table 11 shows that most of the respondents (31 i.e. 62%) have experienced
decrease in study hours while very few (5 i.e. 10%) have experience increase
in study hours and 14 i.e. 28% have experienced no impact on study hours due
to use of internet. The mean internet impact on study hours is found to be 2.62
i.e. on average, internet usage has decreased study hours in students. And the
standard deviation is 0.6773296 i.e. sample population nature tend to be close
to sample mean.
• Table 12 shows that most of them 24 (48%) have experienced negative impact
on academic performance while 12 i.e. 24% have experienced positive impact
and rest 14 i.e. 28% have no impact of internet usage on their academic
performance. The mean internet impact on academic performance is found to
be 2.24 i.e. on average, there is negative impact of internet on academic
performance. The standard deviation is 0.822142547 i.e. sample population
nature tend to be close to sample mean.
• Table 13 shows that most of them (42 i.e. 84%) agree that internet is useful to
maintain sound relationship with friends while 7 (14%) strongly and agree1
 22

(2%) disagree on internet for sound relationship with friends. The mean of
internet for sound relationship with friends is found to be 1.88 i.e. on average
respondents agree that internet help to maintain sound relationship with
friends. The standard deviation is 0.385449645 i.e. sample population nature
tend to be close to sample mean.
• Table 14 shows that most of them i.e. 28 (56%) have no impact on their
relationship with family due to use of internet, 14 i.e. 28% have positive
impact and 8 i.e. 16% have negative impact on their relationship with family.
The mean of internet impact on relationship with family is found to be 1.88
i.e. on average respondents agree that internet has nearly no impact of internet
on relationship with family. Similarly, the standard deviation is 0.385449645
i.e. sample population nature tend to be close to sample mean.
• Table 15 shows that only 1 (2%) never use internet to keep up with latest
trends, 14 (28%) rarely, 23 (46%) often and 12 (24%) always use internet to
keep up with latest trends. The mean of internet usage for latest trends is found
to be 2.92 i.e. on average, respondents use internet often to keep up with latest
trends. Also, the standard deviation 0.778276484 denotes that sample
population nature tend to be close to sample mean.
 23

CHAPTER III

SUMMARY AND CONCLUSTION

This chapter is a last part of the research study which includes all the whole study and
extracts of all the preciously discussed chapters. This chapter mainly consists
summary of findings and conclusion. In summary part, revision of chapter I viz.
introduction, literature review, research methodology and summary of findings. While
conclusion part includes conclusion of whole study.

3.1 Summary of findings

This study was conducted with the objective to find out the current usage trend of
internet among student, the purpose of use and the impact of internet on social and
academic life of students. 50 respondents were taken using convenience sampling
method. Respondents were mainly of +2 level, undergraduates and post-graduates.
Questionnaire containing dichotomous questions, scaling questions and multiple-
choice questions were used to get responses and the responses were analyzed using
descriptive analysis.
The analysis of the responses gave us above mentioned findings. These findings help
to accomplish the major objectives of the study. The major objectives of the study
included the current usage trend of internet among students, purpose of use and the
impact of internet on social and academic life of students. The study found out that all
the students are in acquaintance with internet today and most of them use internet for
social media, online games and to learn and seek information. It has also been found
that the study hours of students have decreased due to use of internet and the internet
has negatively affected the academic performance of students. On social life, the
study found out that most feel internet is useful for maintaining sound relationship
with friends and most of them use internet for latest trends.
This study will be valuable to teachers, students and their parents to get valuable
insights on the impact of internet on students. This study will be helpful for parents to
control their children for using different social sites and playing online game
 24

excessively. It will aware and encourage students to use internet in such manner that
will benefit their academic and social life.

3.2 Conclusion

This study reached following major conclusions:

• Today all the students are in acquaintance with internet.
• Major purpose of internet use is for accessing social media, learn and seek
information, online games.
• Study hours have been decreased due to use of internet among students.
• The academic performance of students has been negatively affected by use of
internet.
• Most of them feel internet is useful to maintain sound relationship with friends
and there is no impact of internet on their relationship with family.
The results of this study resemble to those studies conducted in the past. There is
sharp rise in internet users among students past 3 years. The study has shown that
today internet is easily accessible to all students. Most of these students use internet
daily. The survey shows that most of the students use internet to learn and seek
information. However, most of them also use internet for accessing social media and
for playing online games. But today students have been found using internet more on
social media and for playing games rather than to learn and seek information. Due to
this, the students' study hours and academic performance have been negatively
affected which is also shown by the study.
 REFERENCES

Khalid, M. (2013). Internet use among university students: A survey in University of

the Punjab, Lahore, Pakistan. Retrieved June 14, 2019, from
https://www.academia.edu/1191010/Internet_use_among_university_students
_A_survey_in_University_of_the_Punjab_Lahore_Pakistan

Rhoades, E., Irani, T., Telg, R., & Myers, B. (2007). Internet as an information
source: Attitudes and usage of students enrolled in a college of agriculture
course.

Korgen, K., Odell, P., & Schumacher, P. (2001). Internet use among college students:
Are there differences by race/ethnicity? Electronic Journal of Sociology,
5(3). Retrieved June 14, 2019, from http://www.sociology.org/
content/vol005.003/korgen.html

Pushpita, R. H., & Rohedi, D. (2018). The Impact of Internet Use for Students.

Sharma, R., Verma, U., Sawhney, V., Arora, S., & Kapoor, V. (2006). Trend of
Internet use among medical students. JK Science: Journal of Medical
Science & Research, 8(2), 101-102. Retrieved June 14, 2019, from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.529.5653&rep=re
p1&type=pdf

Corbis. (2019). Who invented internet? Retrieved June 10, 2019, from
https://www.history.com/news/who-invented-the-internet

We are social. (2019) Retrieved from https://wearesocial.com/blog/2019/01/digital-

2019-global-internet-use-accelerates

Internet world stats. (2019). Retrieved June 10, 2019, from

https://www.internetworldstats.com/stats3.htm
 APPENDICE

QUESTIONNAIRE

Dear Respondents, as part of the academic requirement of the university, I am

conducting the research entitled “USE OF INTERNET USAGE AMONG
STUDENTS IN KATHMANDU VALLEY: AN ANALYSIS OF ACADEMIC AND
SOCIAL IMPACT”. It is purely academic research. Your participation in this
research is voluntary and valuable. Your response will remain confidential and
anonymous upon the completion of this survey.
1. Gender
☐Male ☐Female
2. In which level are you studying?
☐+2 ☐Bachelor ☐Masters

3. Do you have any acquaintance of internet?

☐Yes ☐No

4. If yes, how long have you been using internet?

☐less than a year

☐2 years
☐3 years

☐More than 3 years

5. Which device do you use to access internet?

☐Smartphone

☐Desktop computer

☐Laptop

☐Tablet
6. How often do you use internet?
☐Daily

☐2-3 days in a week

☐Fortnightly

☐Rarely

7. On average, how many hours per day do you spend on the internet?
☐Less than a hour a day

☐1-2 hours
☐2-4 hours

☐More than 4 hours

8. Do you use internet for accessing social media?

☐Yes ☐No

9. If yes, how often do you use internet for accessing social media?
☐Rarely ☐Often ☐Always

10. How much personal information do you share in social media?

☐Everything
☐I share a lot.

☐Somethings, but most is hidden from public.

☐I share very little information.

☐I don't share any information.

11. Internet has helped me to maintain sound relationship with friends.

☐Strongly agree
☐Agree

☐Disagree
☐Strongly disagree
12. How has internet affected your relationship with family?
☐Positively

☐No impact

☐Negatively

13. Do you use internet for online games?

☐Never

☐Rarely

☐Often
☐Always

14. Do you use internet to learn and seek information?

☐Yes ☐No

15. If yes, how often do you use internet to learn and seek information?
☐Rarely ☐Often ☐Always

16. Have you taken any online courses?

☐Yes ☐No

17. If yes, mention the courses........................................................................................

18. What is the impact of internet usage on your study hours?

☐Increase in study hours

☐No impact

☐Decrease in study hours

19. How is your academic performance affected by the use of internet?

☐Positively

☐No impact

☐Negatively
20. Do you use internet to keep up with latest trends?
☐Never

☐Rarely

☐Often

☐Always