Lijayan, Christian John Paul L.

BSME 3E
Progress Check Week 4
1. Choose two or three research reports from your research and scan through the
summaries noting the theories put forward, the methodologies adopted, methods
and techniques and any recommendations for further study.

The following are the references of the three research reports I have chosen
regarding the effects of internet usage on the academic performance of students:

Shahibi, M. S. (2017). The Influence of Internet Usage on Student’s Academic

Performance. International Journal of Academic Research in Business
and Social Sciences, 7(8), 873–887.

Ivwighreghweta, O., & Igere, M. A. (2014). Impact of the Internet on Academic

Performance of Students in Tertiary Institutions in Nigeria. Journal of
Information and Knowledge Management, 5(2), 47–56.

Yebowaah, F. A. (2018). Internet Use and its Effect on Senior High School
Students in Wa Municipality of Ghana. Library Philosophy and Practice (e-
Journal). 5(1), 39-70.

Study Theories Methodologies Methods and Recommendations

Techniques
1
2
3

2. Do these findings confirm or contradict the results of other researchers?

The primary research report that I have chosen is the study of Shahibi (2017).
The results on the study of Shahib (2017) regarding the influence of internet
usage on student’s academic performance aligns to the results of the studies of
Ivwighreghweta, O., & Igere, M. A. (2014) and Yebowaah, F. A. (2018). In their
studies, they have found out internet in general may or may not affect the
academic performance of students. However, internet used for education
purpose does improve the academic performance of students in school.
3. Develop an alternative theoretical framework for the research report that you
selected.

Alternative Theoretical Framework

The information processing model may be used to describe the

consequences of Internet use by explaining how mental functions including
attention, perception, comprehension, memory, and problem solving are affected
by Internet use. When utilizing the Internet, meta-cognitive processes such as
planning, searching methods, and information assessment are used, which is in
line with the Internet's nature as a multi-model interactive tool for both input and
output. The advantages of using the internet have been described as boosting
“visual processing of information, increased grammar and literacy development,
knowledge base building, and promotion of meta-cognitive capacities such as
planning and evaluation” (Johnson, 2016). Increased time spent on Internet
activities and resources appears to improve adolescents' knowledge of school
ideas, improve cognitive capacity, boost memory and spatial skills, and improve
the quality of existing friendships (Li & Atkins, 2014; Subrahmanyam, et al.,
2017).
Another theory that can be associated with regards to the effect of internet
to the academic performance of students is the observational learning theory.
The theory says that information is kept in memory through the process of
attention and retention, which can be used to frame the direct effect of the
Internet on adolescent academic attainment. Covert and mental rehearsal of
images reinforces stored information and memories, making them more
accessible for activation later on (Baundura, 2015). Students retrieve, rehearse,
cement, and expand existing scripts as a result of repeated watching, resulting in
cumulative long-term impacts (Huesman & Miller, 2015). Traditional
communication study on television viewing and cognitive functioning, which
focuses on the impacts of viewing, can be used in a similar way (Shin, 2018).
The stimulation hypothesis and the reduction hypothesis are the two hypotheses
that make up this theory. The stimulation hypothesis claims that watching well-
designed television programs can help students do better in school. This is
related to how students use the internet to complement their schoolwork by
watching lectures. As a result, their ability to learn and perform improves, leading
to improved academic success.
REFERENCES:

Baundura, A. (2015). Social cognitive theory of mass communication. In J. Bryant

& D. Zillmann (Eds.), Media effects: Advances in theory and research.
Hillsdale, NJ: Erlbaum.

Huesman, L. R., & Miller, L. S. (2015). Long-term effects of repeated exposure to

media violence in childhood. In L. R. Huesmann (Ed.), Aggressive
behavior: Current perspectives. New York: Pleanum.

Johnson, G. (2016). A Theoretical Framework for Organizing the Effect of the

Internet on Cognitive Development. In E. Pearson & P. Bohman (Eds.),
Proceedings of World Conference on Educational Multimedia, Hypermedia
and Telecommunications 2006 (pp. 3041-3048). Chesapeake, VA: AACE.

Li, X., & Atkins, M. (2014). Early childhood computer experience and cognitive
and motor development. Pediatrics, 114, 1715-1722.

Subrahmanyam, K., Kraut, R., Greenfield, P., & Gross, E. (2017). The impact of
home computer uses on children’s activities and development. Children
and Computer Technology, 10, 123-143.

Shin, N. (2018). Exploring pathways from television viewing to academic

achievement in school age children. The Journal of Genetic Psychology,
165, 367-381.