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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. 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
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.

1.1 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. The following table indicates the mean and median overall hours of
Internet use per week among the various racial/ethnic groups in the sample.
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Internet Hours Whites Asians Blacks Hispanics

Mean 6.198 8.326 3.827 5.426
Median 3.5 4.75 3.00 3.00

1.2 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.

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

1.3 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.

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.
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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
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.

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%.

3.1 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.

3.2 Task performed online by students in a college of agriculture course

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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.

3.3 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
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).

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.

4.1 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.

4.2 Frequency of internet use

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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.

4.3 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.

4.4 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.

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

5.1 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.

5.2 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
social media and only 1 person or 0.83% of respondents who answered rarely utilize
for social media.

5.3 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.

5.4 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.
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5.5 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.

5.6 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
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.

References

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

the Punjab, Lahore, Pakistan. Retrieved June 14, 2019, from
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https://www.academia.edu/1191010/Internet_use_among_university_students_A_surv
ey_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.
Proceedings of the 2007 AAAE Research Conference, Volume 34. Retrieved June 14,
2019, from
http://aaae.okstate.edu/proceedings/2007/IndividualPapers/282Rhoades_etal.pdf

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.
Retrieved June 14, 2019, from
https://www.researchgate.net/publication/323347760_The_Impact_of_Internet_Use_f
or_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=rep1&type=pdf