STATISTICAL ANALYSIS OF THE USE OF INTERNET RESOURCES BY

UNIVERSITY STUDENTS, ITS EFFECTS AND ITS RELATION TO GENDER

BY

OSAM SARFO ESTEPHAN

FAS/1857/07

A project submitted to the

Department of Statistics

Faculty of mathematical sciences

In partial fulfillment of the requirements for

The award of honors degree of

Bachelor of Science

(Option: Statistics)

Of the

UNIVERSITY FOR DEVELOPMENT STUDIES

May 2011
 ABSTRACT

The internet has gained much popularity among university students nowadays, the amount of

time spent and the activities students perform on the internet has being a major concern. This

study was conducted to explore the relationship between gender and students internet activities

as well as factors that influence students to participate in social networking activities and its

effect on their studies. A closed ended questionnaire was administered to 100 students of

University for development studies who were recognized as users of internet. Descriptive

statistics was used for the preliminary analysis and chi square measure of association was used to

test for significant relation between the categorical variables and the results show that there is no

association between gender and the amount of time spent and activities students perform on the

internet, in addition most students prefer online information searching rather than the library.

The survey showed that most student have signed up for social networking sits such as facebook,

in addition friendship was named as the main factor that influence students to sign up for this

sites. Social networking sites have become an important part of the daily life of most students

and its phenomenon spared out inevitably.

 DEDICATION

I dedicate this work to the Almighty God.

 CERTIFICATION

We certify that this work was carried out independently by Osam Sarfo Estephan

(FAS/1857/07) in the Department of Statistics as part of the requirements for the award of a

Bachelor of Science degree in Statistics (option: Statistics).

………………………………………………….. …………………..

Mr. Innocent Zebaze Date

(Supervisor)

…………………………………………………. ……………………

Mr. Sarpong Solomon, Msc. Medical Statistics, Mphil Statistics. Date

(HEAD OF DEPARTMENT STATISTICS)

………………………………………………… …………………..

Professor I. K. Dontwi Date

(External examiner)
 DECLARATION

I declare that this project work was carried out by me, Osam Sarfo Estephan (FAS/1857/07), in

the Department of Statistics, Faculty of Mathematical Sciences, University for Development

Studies, Ghana under the supervision of Mr. Innocent Zebaze, and that no previous submission

for a degree of this University or elsewhere has been made. Related work by others which served

as a source of knowledge has been duly acknowledged or referenced.

………………………………………. …..……………

Osam Sarfo Estephan (FAS/1857/07) Date

 ACKNOWLEDGMENT

In fact if not for the grace and guidance of the almighty God it would have been very difficult if

not impossible to produce this document, I therefore wishes to express my profound gratitude to

God almighty for his guidance and also give credit to my supervisor Mr. Innocent Zebaze and his

assistant Mrs. Lia for their invaluable contribution towards the success of this work. I also extend

my appreciation to Mr. Sarpong Solomon (Head of department statistics), Mr. Leonard Kyei and

all Lectures of the University for Development Studies. May the good Lord bless them all for the

knowledge impacted into us.

 TABLE OF CONTENT

CONTENT PAGES

Abstract………………………………………………………………………. i

Dedication……………………………………………………………………. ii

Certification…………………………………………………………………... iii

Declaration……………………………………………………………………. iv

Acknowledgement……………………………………………………………. v

Table of content………………………………………………………………. vi

List of tables…………………………………………………………………... x

List of figures…………………………………………………………………. x

List of abbreviations…………………………………………………………... xi

CHAPTER ONE: INTRODUCTION

1.1 Introduction………………………………………………………………. 1

1.2 Statement of the problem…………………………………………………. 3

1.3 Research questions……………………………………………………….. 4

1.4 Objectives………………………………………………………………… 4

1.5 Significance of the study…………………………………………………. 5

 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction………………………………………………………………. 6

2.2 Internet versus library…………………………………………………….. 6

2.3 Internet in relation to academics………………………………………….. 7

2.4 Effect of internet on students……………………………………………... 8

2.5 Why students use internet………………………………………………… 9

2.6 Gender difference in internet use…………………………………………. 11

2.7 Further research…………………………………………………………… 13

CHAPTER THREE: METHODOLOGY

3.1 Source of data…………………………………………………………….. 14

3.2 Research design…………………………………………………………... 14

3.3 Sample and sampling technique………………………………………….. 14

3.4 Data collection procedures……………………………………………….. 15

3.4.1 Questionnaire…………………………………………………………… 15

3.4.2 Observation and personal interviews…………………………………… 15

3.5 Statistical tools for analysis………………………………………………. 16

3.5.1 Descriptive statistics……………………………………………………. 16

3.5.2 Chi-square test………………………………………………………….. 16

3.6 Statistical package for analysis…………………………………………… 17

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction………………………………………………………………. 18

4.2 Socio demographic characteristics………………………………………... 18

4.3 Descriptive data analysis………………………………………………….. 19

4.3.1 Personal computer………………………………………………………. 19

4.3.2 Age student start accessing internet…………………………………….. 19

4.3.3 How often students access the internet………………………………..... 20

4.3.4 Student use of internet………………………………………………….. 21

4.3.5 E-Mail status……………………………………………………………. 22

4.3.6 Social networking sites…………………………………………………. 22

4.3.7 Factors that influence students to sign up for SNs……………………… 24

4.3.8 Effects of SNs on students education…………………………………... 26

4.3.9 Academics and the internet…………………………………………….. 27

4.3.10 Comparing internet to library use……………………………………... 28

4.3.11 Time spent on the internet…………………………………………….. 29

4.4 Measure of association……………………………………………………. 30

4.4.1 Association between the age students start to access

the internet and their basic institution………………………………………… 30

4.4.2 Association between gender and time spent accessing the internet……. 31

4.4.3 Association between gender and internet activities…………………….. 33

4.4.4 Association between gender and how often students access the internet. 34

4.4.5 Association between gender and students reasons for using SNs……… 35

CHAPTER FIVE: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of findings……………………………………………………... 38

5.2 Conclusions……………………………………………………………….. 39

5.3 Recommendations………………………………………………………… 40

References………………………………………………………………... 41

Appendixes……………………………………………………………….. 45
LIST OF TABLES PAGE

TABLE 1 Socio demographic characteristics……………………. 18

TABLE 2 Personal computer……………………………………. 19

TABLE 3 How often students access the internet……………….. 20

TABLE 4 Internet connection preferences………………………. 20

TABLE 5 Internet activities……………………………………… 21

TABLE 6 Academics and the internet…………………………… 27

TABLE 7 Comparing internet to library use…………………….. 28

TABLE 8 Time spent on the internet……………………………. 29

LIST OF FIGURES

FIGURE 1 Bar chart showing age students start to access internet. 19

FIGURE 2 Pie chart showing E-mail status……………………… 22

FIGURE 3 Bar chart showing various SNs………………………. 23

FIGURE 4 Bar chart showing factors influencing students to sign up for SNs... 24

FIGURE 5 Bar chart showing whom students communicates with the most... 25
LISTS OF ABBREVIATIONS

ABBREVIATIONS MEANING

SNs Social Networking sites

LAN Local Area Network

UDS University for Development Studies

E-MAIL Electronic Mail

FAS Faculty of Applied Sciences

P-Value Probability Value

FMS Faculty of Mathematical Sciences

SPSS Statistical Package for Social Sciences

SAS Statistical Analysis System

 CHAPTER ONE: INTRODUCTION

1.1 INTRODUCTION

In this ICT era, students use the internet for almost everything, from communication to research

to entertainment, being a student who spends a lot of time on the internet, I often thought that the

amount of time spent or the activities that students perform on the internet somehow depend on a

student’s gender.

The internet is a computer based global information system composed of many interconnected

computer networks and each network may link tens, hundreds, or even thousands of computers,

enabling them to share information and processing power. The Internet has made it possible for

people all over the world to communicate with one another effectively and inexpensively. Many

individuals use the Internet for communicating through electronic mail (e-mail), retrieving news,

researching information, shopping, paying bills, banking, listening to music, watching movies,

playing games, and even making telephone calls. Educational institutions use the Internet for

research and to deliver online courses and course material to students. The use of internet in

educational environment has enabled easy access to many resources, information sharing has,

therefore, significantly increased.

Moreover, the prevalence of this sharing has brought additional benefits in that these resources

can be used in any location and any time. In regard to academic work, the Internet has introduced

considerable change for students it has opened up new academic possibilities for students such as

online studies and also students and academicians who do scientific research and prepare
projects prefer using the Internet because it is the easiest, fastest, and cheapest ways of accessing

necessary information.

Among the variety of online tools now available for communication, are social networking sites

(SNSs) such as facebook and twitter, which are significant tools for connecting people

throughout the world. Despite major productive uses of Internet technology in today’s digital

world, users prefer to spend much more time on social networking sites (SNSs) like Facebook.

Although technology is a very important, useful and indispensable part of the life, effective and

appropriate usage of it still needs to be improved in education, most students sometimes, use the

computer and Internet for reasons other than educational purposes. The effect of the Internet in

education is, hence, relatively limited.

Internet use, especially in education, has been investigated for sometime, and many different

studies, exist in literature about that subject, the use of this resources by students in relation to

their gender and also activities that students perform on the internet has been a major concern.

University students are heavy users of the Internet compared to the general population. Use of

the Internet is a part of college students’ daily routine, in part because they have grown up with

computers. It is integrated into their daily communication habits and has become a technology as

ordinary as the telephone or television.

Internet use is a staple of college students’ educational experience. They use the Internet to

communicate with professors and classmates, to do research, and to access library materials. For

most college students the Internet is a functional tool, one that has greatly changed the way they

interact with others and with information as they go about their studies.
The college experience is not only about learning in the classroom, it is also about encountering

new social situations and gaining new social skills. College students use the Internet nearly as

much for social communication as they do for their education. But just as they use the Internet to

supplement the formal parts of their education, they go online to enhance their social lives.

(Pew Internet Project Survey Analysis: Mary Madden, Research Specialist)

Student’s internet activities and rate of use are of interest for several reasons, students use the

Internet nearly as much for social communication as they do for their education, also students

prefer to use the internet for information searching rather than the library The use of internet has

been associated with improvements in people’s education and everyday lives. The purpose of

this study is to consider how difference in gender, level and course of study affect the amount of

time students spend on the internet and also examine the preferences of students in using this

resources as well as what interest students most when they go online.

1.2 STATEMENT OF THE PROBLEM

To gain information, students should not only rely on textbooks provided and materials prepared

by the lectures, but the skills in searching information by themselves from the use of internet

should be emphasized. A mastery skill in using computer is the basis towards an effort in

mastering communication and information skills. One will be considered as computer literate as

they have the basic understanding towards computer functions, can use the computer to ease and

complete their daily task either for personal usage or for profession efficiently and impressively

and also be able to interact with computer by using applications such as internet. However, there
is still the concern about the amount of time student spend on the internet and what really keeps

them on the internet.

In light of this, the research study is design to ascertain the amount of time students spend on the

internet and the activities students undertake on the internet.

1.3 RESEARCH QUESTIONS

This project attempt to answer the following questions.

 What is the most favorite internet activity among students?

 Are there any differences between male and female student’s internet activities?

 Are there any difference in male users’ preference and attitudes compared to female

user’s preference and attitude?

 Does the amount of time student spend on the internet depend gender?

 Does student use of the internet depend on the institution they had their basic education?

 What are some of the factors that influence students to sign up for SNs?

 What are the effects of SNs on student’s education?

1.4 OBJECTIVES OF THE STUDY

The objective of the project includes:

1. To determine students favorite activity when using internet.
2. To determine if there is any relation between gender and the amount of time students
spend on the internet.
3. Compare student’s internet use to library use.
4. To determine whether the age students start to access the internet depends on whether a
student had his basic education in a public or private institution.
5. To determine factors that influence students to sign up for SNs.
 6. To find out the effect of SNs on students education.

1.5 SIGNIFICANCE OF THE STUDY

 The research study is to reveal activities that interest students most when they go online.

 Also the study will analyze the amount of time students spend on the internet.

 Furthermore the research is to identify and analyze student’s motive for using social

network sites and the effect of this SNs on student’s education.

 Finally, the research work would also serve as a source of reference for further studies

especially on related topics.

 CHAPTER TWO: LITERATURE REVIEW

2.1 INTRODUCTION

Internet use, especially in education, has been investigated for sometime, and many different

studies, exist in literature about that subject,

2.2 INTERNET VERSUS LIBRARY

The internet has gain much popularity among students nowadays, most students prefer to use the

online information searching rather than the library since the internet is found to be fast and

easily accessible.

In the study of D'Esposito and Gardner (1999), Internet usage trends of the university students

and college student perceptions of the Internet and a traditional library were presented. This

study showed that when university students have the opportunity to use internet resources,

almost all of them prefer to use these, rather than classical libraries for their studies, but when the

information source satisfaction in research needs is considered, the students’ trends are in the

direction of using both. In addition, Cheung and Huang (2005) emphasized the effects of the

Internet as an effective teaching tool in university education, and proposed that many university

teachers publish their course materials via the internet. They suggested that it is insufficient for

university lecturers and administrators to use the Internet as a good teaching tool, and that

students’ internet use should also be investigated.

Some studies suggested that students usually prefer to use search engines instead of e-libraries to

review the literature regarding their project or home-work elicitation. Brophy & Bawden (2005)

compared Google as an internet search engine with academic library resources in their study.

Surprisingly, their finding showed that while Google is superior for coverage and accessibility,
library systems are superior for quality of results, and that precision is similar for both systems.

Finally, they concluded that using them together for a good coverage is important because both

have many unique items. Lazonder (2000) investigated the novice users’ training needs in

searching for information on the internet’s World Wide Web, noting that locating a website is

more important than locating the information on a website.

2.3 INTERNET IN RELATION TO ACADEMICS

Many believe that the internet has open up much academic possibilities for students such as

online learning and gaining of additional information.

Chen & Pen (2008), in their study, examined the basic relationship between the internet use of

university students and their academic performance, interpersonal relationships, psychosocial

adjustment and self evaluations. They prepared a questionnaire and collected 49,609 university

juniors’ comments about the questions. The results show that non-heavy internet users have

better relationship with administrative staff, academic grades and learning satisfaction than

heavy users. They claimed that the heavy internet users were likely than non-heavy users to be

depressed. This study provoked us to search the raising trends in use trap sites among university

students.

Also Peng et al (2006) in their study of university students’ attitudes and self-efficacy towards

the Internet demonstrated the relationship between perceptions of the internet and their internet

attitudes and self-efficacy. They showed that there is a positive effect if the students use the

Internet as a functional tool or functional technology. In addition to those mentioned, there are
many other useful studies which investigate the effects of internet and electronic resources on

university students’ self-efficacy and performance (Crews & Feinberg,

2002; Wu & Tsai, 2006; Wen & Tsai, 2006; Perry et al 1998; Wainer et al 2008; Odell et al

2000; Crouch, 2001; Mohammed & Al-Karaki, 2008).

2.4 EFFECT OF INTERNET ON STUDENTS

A number of publications have studied internet addiction among university and college students.

They have attempted to show there can be negative effect of internet use on these students,

which may cause the students to become addicted and to digress from their educational studies.

In order to assess internet addiction, many new diagnostic tools have been developed in

literature. Chan & Law (2008) evaluated the Young’s Internet Addiction Test (IAT) for better

understanding the structure, validity and reliability of such assessment tools. In their study, they

defined the three dimensions of the problem: Withdrawal and social problems, time management

and performance, and reality substitution. Moreover, this study showed clearly that academic

performance was negatively correlated with internet addiction. Furthermore, they presented

another and very important finding that internet addiction is highly related to online activities,

cyber-relationships, and online gambling and hence, these kinds of internet sites and usage can

be seen as trap sites for education. In the literature, there are other studies about internet

addiction and its effects on students and adolescents, the relationship between internet use and

culture, and the relationship between educational performance and internet addiction (Siomos et

al 2008; Ghassemzadeh et al 2008; Del Castillo et al 2008; Recabarren et al 2008; Tahiroglu et al

2008). Many of these studies indicate that there is a strong relationship between internet use
trends and educational performance, and wrong use of the Internet can cause a major decrease in

students’ academic performance.

2.5 WHY STUDENTS USE INTERNET

As Internet use become increasingly widespread, larger percentages of student’s population will

both enjoy the potential benefits and be exposed to the associated risks. The potential effects of

these technologies on users make it important to describe the populations who are using them

and to learn more about how they are being used.

Among the variety of online tools now available for communication, social networking sites

(SNSs) are one of the most recent and significant tools for connecting people throughout the

world. The online world has already proven to impact numerous aspects of the human life

including commerce, education, and health (Jalalian M., 2010, Jalalian M. 2008). These virtual

spaces, the new building blocks of today's Internet, provide not only the power to access

distributed and heterogeneous information, but also interact with millions of people all over the

world. SNSs are virtual spaces that allow individuals to create personal profiles - visible to other

users- to establish connections and join an online social network. These websites enable

computer-mediated communication (CMC) between people. Social networking has been the tool

that brings people together in just a click of a mouse (Raskin, 2006). It seems that SNSs such as

Facebook are changing the nature of social relationships (Body & Elisson, 2007). In fact, virtual

spaces like Facebook and MySpace (www.myspace.com) offer today’s online users a discursive

space to experience “communal affiliation around shared experiences” (Mitra, 1997). SNSs users

join cyber-communities to overcome geographical distance as well.

The common point of the studies is that internet use can have a positive effect on students’

performance if it is properly used.

University students are recognized as heavy users of SNs, Alimohammad Aghazamani did an

exploratory study on how university student spend time on facebook and found out that Male

users spend more time on the site than female users during both weekdays and weekends. The

survey showed that undergraduate students login more times per day than graduate students. In

addition, friendship was named the most favorite activity among male users and also among

undergraduate students comparing with graduate students. If users were asked to pay a

membership fee to use the site, the results showed that male users and undergraduate students

were more likely to pay the fee.

A study done by Budden et al. (2007), which involved students’ use of diaries, or journals, to

track their usage of media during a one week period in a typical fall semester. The media tracked

in this study included historical media such as radio and television, as well as Internet media like

MySpace, Facebook, YouTube, email, and Blackboard. In contrast to this study, for which the

research problem emphasizes understanding better college students’ use of time on the internet

only, the study done by Budden et al. (2007) attempts to examine usage patterns and market

usage of the Internet as a communication medium among college students. Results of the study

done by Budden et al. (2007) indicate that both male and female students spend more time using

historical media (radio and television) than that of Internet media. An exploratory study done by

Cheung & Huang (2005) identified various factors that may enhance Internet use by students,

with the goal of having a positive impact on university learning. Cheung & Huang (2005)

suggest that such enhanced Internet use is not intended to replace traditional learning, but should

be used as a supplement.
2.6 GENDER DIFFERENCES IN INTERNET USE

College students are an important group to study when examining future trends of Internet use,

in the study of Odell. P. Korgen, K. Schumacher .P. & Delucchi, M. (2000), they found that as a

whole, male college students spend an average of 7.1 hours per week on the Internet while

female college students spend an average of 5.3 hours per week. There were no significant

gender differences in Internet use at public colleges, although significantly more men used the

Internet in private colleges. Women used the Internet more for email and research while men

were more likely to research purchases, play games, listen or copy music on the Internet, and

visit sex sites. About 30 percent of men and women shopped online and used chat programs.

Research has been reported on gender differences in email, both in the psychological literature

and the information systems literature. Because email is fairly close to instant messaging (a form

of text messaging) in terms of conveying social presence the literature in this area will be

examined closely.

Boneva, Kraut, & Frohlich conducted a study comparing men and women who used the Internet.

The study was conducted on households in the Pittsburgh area which makes it different from

previous studies that used college students for their populations. The researchers measured

frequency of email use and how much time men and women spent per day communicating with

friends and family, sending email, and using the World Wide Web. Women reported spending

more time communicating with friends, family, and using email. There were no significant

gender differences on the amount of time that was spent surfing the World Wide Web. While

there was no difference between men and women who used email to keep in touch with local

friends, women used the Internet more frequently to communicate with people at a distance.
Just as men and women differ in their communication patterns, they also differ in their use of

Internet and have different attitudes towards the technology. Recent research indicates that the

gender gap in terms of Internet usage has begun to decrease rapidly. Fifty two percent of Internet

users who were online for less than a year were women. Despite that both genders comprise

almost an equal percentage of new Internet users, studies have shown that men find the Internet

easier to use than women do. Men also use the Internet to obtain news and information,

entertainment and leisure, and a greater variety of reasons than women do. Women use the

Internet more for communication and education, and finding “personal information” than men

do. A study on Internet Relay Chat (IRC) indicated that men sent more messages than women,

always initiated and closed the online chats first, and that women typically had shorter messages

than men. This implies that women are less likely to initiate contact with people using instant

messaging software than men. Gattiker, Perlusz, & Bohmann summarized Internet attitudes by

the demographic characteristics of gender and age based on previous research. They stated that

women had a less positive attitude towards the Internet, spent less time on it, were more

concerned about privacy issues than men, and placed a higher value on communication. Women

also found it more difficult to obtain information on the Internet and had more difficulty using

the software to connect to the Internet. Thus, the literature suggests that men and women

communicate differently both in electronic and non-electronic communications. While men and

women use the Internet in similar frequencies as new users, women use it for communication and

education more than men do. Men are more likely to initiate contact with others. Men seem to be

more comfortable with computer technology in general and use it for information gathering

purposes. Women use email and other computer technologies to expand their social networks

and keep in touch with others.

Apart from above studies, in literature there are many others related to internet use in the many

different education fields such as medical education, special education, college education, K12

education, engineering education, and so on. In these studies, the effects of the use of technology

on students’ academic performance and efficacy have been investigated (Limpach et al, 2008;

Rouibah & Hamdy, 2009; Scott et al, 2008; Johnson ,2008; Lin et al, 2008; Yeh et al, 2008;

Rochester & Pradel, 2008; Barak & Sadovsky, 2008).

2.7 FURTHER RESEARCH

The findings of most studies showed that use of the internet is useful for education, in that it can

supply many beneficial opportunities to find different resources, however, students should be

careful while using the internet for successful research, that is, how the resources should be

properly accessed by the students. Furthermore, the students must be disciplined in keeping

themselves away from trap sites and entertainment in order to obtain the best achievements in

their studies. This study will examines the amount of time students spend on the internet and

what interest students most when they use the internet Furthermore, student’s preferences and

difference in gender in using this resource will be investigated.

 CHAPTER 3: METHODOLOGY

3.1 SOURCE OF DATA

The purpose of this research is to determine the amount of time students spend and the activities

they undertake on the internet relative to their gender. For the purpose of this study University

students were identified as the population of interest. The reason for this choice is that previous

studies have revealed that University students are heavy users of internet and that they are likely

to have computer and internet experience than other groups. The study was conducted in

University for development studies (UDS) Navrongo campus in the upper east region.

3.2 RESEARCH DESIGN

Primary data will be used during the research process. Primary data will be gathered by

administering questionnaires and holding personal interviews at random. The sources of data

collection used which is primary data will allow for necessary information to be collected from

the appropriate and different students in the school. Simple random sampling will be used to

ensure that the sample is not biased

3.3 SAMPLE AND SAMPLING TECHNIQUE

When dealing with populations that are very large, the researcher cannot use every single

subject, so a sample must be selected. A sample is a subgroup of the population. However, for a

researcher to make valid inference about population characteristics, the sample must be random.
For a sample to be a random sample, every member of the population must have an equal chance

of being selected.

For this research a sample of n = 100 UDS students was obtain using simple random sampling

3.4 DATA COLLECTION PROCEDURES

Clearly the main objective of this study is to investigate internet usage among students and to

achieve this objective the researcher used two approaches.

3.4.1 QUESTIONNAIRE

First a self structured questionnaire was distributed to students and students answered questions

regarding their internet usage. Responses were voluntary and students who do not access the

internet did not participate in the survey. Students were asked to answer questions and respond to

one of the alternative for each question.

3.4.2 OBSERVATION AND PERSONAL INTERVIEWS

Secondly a day was set aside and the researcher surveyed three different internet locations where

students normally access the internet to observe activities that students perform on the internet

and also interview students and some internet café attendants on some of the challenges they face

in accessing the internet.

3.5 STATISTICAL TOOLS FOR ANALYSIS

The researcher is interested in answering questions about students internet use in relation to their

differences. The following statistical tools will be use for analysis and interpret the data obtain.

3.5.1 DESCRIPTIVE STATISTICS

This statistical method can be used to summarize data and the most familiar of this method is the

finding of the average. Average means the centre of distribution or the most typical case.

Measures of average are also called measures of central tendency and include the mean, median,

mode and midrange. It helps to gain useful information from raw data by organizing them into

frequency distribution and then presenting the data by using various graphs.

3.5.2 CHI-SQUARE TEST

The chi-square statistics is used to determine whether a frequency distribution follows a specific

pattern and it can also be used to show preference for a specific style. When data are put in table

form in terms of frequencies, several type of hypothesis can be tested using the chi-square test.

The test of independency of variables is used to determine whether two variables are independent

of or related to each other or to test if there is a significant association between two categorical

variables when a single sample is selected.

The assumptions for chi-square include:

1. Random sampling is not required, provided the sample is not biased. However, the best way to

ensure the sample is not biased is random selection.

2. Independent observations. A critical assumption for chi-square is independence of

observations. One person’s response should tell us nothing about another person’s response.

Observations are independent if the sampling of one observation does not affect the choice of the

second observation.

3. Mutually exclusive row and column variable categories that include all observations.

The chi-square test of association cannot be conducted when categories overlap or do not include

all of the observations.

4. Large expected frequencies. The chi-square test is based on an approximation that works best

when the expected frequencies are fairly large. No expected frequency should be less than 1 and

no more than 20% of the expected frequencies should be less than 5.

3.6 STATISTICAL PACKAGE FOR ANALYSIS

The statistical software that will be used in the analysis of the data will be Microsoft Excel,
Genstats, Statistical Package for Social Sciences (SPSS), statistical analysis system (SAS) and
any other software that will be required.
 CHAPTER 4: DATA PRESENTATION AND ANALYSIS

4.1 INTRODUCTION

This section presents the data and its analysis, the first part will discuss the characteristics of the

respondents, the second part will discuss the perceived variables and the third part will further

analyze the relation between the categorical variables.

4.2 SOCIO DEMOGRAPHIC CHARACTERISTICS

Table 1 illustrates the socio demographic characteristics of the respondents. As can be seen from

the table 57 % represents males and 43 % represent females.

VARIABLE NUMBER
OF RESPONDENTS (%)
Gender:
Male 57
Female 43

Age range:
15-20 12
21-25 71
26-30 17
Above 30 ---

Level:
100 24
200 24
300 29
400 23

Department:
Physics 7
Chemistry 13
Biology 41
Mathematics 34
Earth & Environmental science 5
Source: Field survey 2011 TABLE 1
4.3 DESCRIPTIVE DATA ANALYSIS

4.3.1 PERSONAL COMPUTER

NUMBER OF RESPONDANTS (%)

YES 53
NO 47
TOTAL 100
Source: Field survey 2011 TABLE 2

Students were asked whether they own a personal computer or not, and out of the 100 students

interviewed 53% responded yes whiles 47% responded no. Most of the students, who responded

yes, use laptops more than the desktop computers and some of the reasons being that you can

easily take it any where especially the internet coverage areas to access the internet. The table

above gives the number of respondent who responded to the question.

4.3.2 AGE STUDENT START ACCESSING INTERNET

The bar chart below represent the age at which students started using the internet.

FIGURE 1
The figure above illustrate the age at which respondents started using internet, with the age range

16-20 having the maximum of 51% whiles the range from 5-10 is having the minimum of 11%

indicating that students do not get exposed to the internet early, also the range from 21-25 is

having 23% indicating that most students also get to the university before they start accessing the

internet.

4.3.3 HOW OFTEN STUDENTS ACCESS THE INTERNET

Most students access the internet on a daily basis whiles others like to access the internet during

weekends, but some students also access the internet when they have a project or an assignment

to work on.

NUMBER OF RESPONDENTS (%)

Daily 41
Weekends 34
Other 25
Source: Field survey 2011 TABLE 3
How often students access the internet is illustrated in table 4 with those accessing the internet

daily having the maximum number of respondents. Students access the internet at different

locations, some prefer to access the internet at internet cafes wiles others prefer using mobile

phones or connecting a modem to their laptops to access the internet. The table below shows

preferences of students in accessing the internet.

Connection NUMBER OF RESPONDENTS (%)

Mobile phone 28
Internet café 37
Modem 35
Source: Field survey 2011 TABLE 4
The table above shows students preferences when connecting to the internet, the diagram shows

that most students prefer accessing the internet from internet cafes but of late students are

adopting the use of mobile phones and modems the reason being that you can access the internet

any time anywhere and is somehow fast and economical.

4.3.4 STUDENT USE OF INTERNET

University students are heavy users of the internet, most often students use the internet for

research work or working on assignment, also activities like downloading games, music and

videos as well as chatting and using instant messaging are some of the activities students

undertake when they go online.

It is important to note, too, that although activities like downloading files and using instant

messaging may be categorized as “leisure,” they can also be important learning activities. They

set trends for the types of skills that will be important in the future. For example, learning how to

manage a file-sharing system or navigate in a real-time chat can be complicated tasks that teach

students valuable technical skills they might need in the workplace.

The table below gives the activities that students undertake when they go online.

Internet use NUMBER OF RESPONDENTS (%)

Entertainment 22
News 12
Research 47
Communication 19
Source: Field survey 2011 TABLE 5

The above table represents what students use the internet for, from the table it is obvious that

most students use the internet for research work stating that they do other activities on their

leisure time.
4.3.5 E-MAIL STATUS

Almost every student that go online creates an E-mail account for receiving and sending mails,

as well as signing up for social networking sites such as Facebook.

The diagram below shows students E-mail status.

FIGURE 2

The pie chart above indicate that out of 100 students interviewed 71% have an E-mail account

with the majority signing up for yahoo.

4.3.6 SOCIAL NETWORKING SITES (SNs)

SNSs are virtual spaces that allow individuals to create personal profiles - visible to other users-

to establish connections and join anonline social network. These websites enable computer-

mediated communication (CMC) between people. Social networking has been the tool that

brings people together in just a click of a mouse (Raskin, 2006).

Facebook a social networking site established in February 2004 has gain much popularity among

University students, the survey shows that majority of students signing up for a social

networking site will sign up for facebook the reason being that they will find most of their

friends on that site. The diagram below illustrates the number of students on various social

Networking sites.

FIGURE 3

The figure above shows that facebook has the maximum number of people i.e. 46 respondants

represent 64.8%, whiles Twitter also had 15 respondants representing 21.1%. Almost all users

login at least two times a day, in addition friendship was identified as the most favorite motive

among all users as well as chatting with friends and also hooking up with old pals.
4.3.7 FACTORS THAT INFLUENCE STUDENTS TO SIGN UP FOR SNs

Despite major productive use of the internet most students prefer to spend much time on Social

Networking sites (SNs) such as facebook. Several factors were identified as the reasons why

students sign up for SNs such as chatting, making new friends and sharing ideas.

The diagram below illustrates the factors that influence students to sign up for SNs.

From the diagram it is obvious that making new friends having a maximum of 38 respondents

representing 53.5% is the major factor that influence student to sign up for SNs, other factors

identified include chatting, sharing of ideas and other information and also keeping in touch with

friends all the time.

Again when students were asked with whom they communicate most on the Internet, (69%) of

the students answered “friends,” and much smaller proportions (31%) of students use most for

communication with family members.

A bar chart showing whom students communicate with the most.

The diagram above shows that most students will communicate with their friends rather than

family members which is no different from their motive for signing up for SNs.

It is clear, however, that the Internet is not the only means of communication for university

students, and in some cases it is not even their first choice for it. Most students said they are

more likely to use the phone than the Internet to communicate socially, even though most

students consider the Internet to be an easy and convenient choice for communicating with

friends. The widespread use of cell phones among college students and the telephone’s

immediacy make it a primary choice for students’ social communication. University students’
experience with the phone also makes them believe it more useful. They are accustomed to

reaching someone right away and to recognizing their voice, elements of interaction the Internet

does not readily communicate. Furthermore, since most students use a computer most at home

and home computers (as opposed to school computers in computer labs) are not always on or

connected to the Internet, picking up a telephone can be easier and more convenient than dialing

up an Internet connection. Email is often considered by these students to be a means of sending

short messages or a way to schedule telephone or face-to-face conversations.

4.3.8 EFFECT OF SNs ON STUDENTS EDUCATION

The online world has already proven to impact numerous aspects of the human life including

commerce, education, and health (Jalalian M., 2010, Jalalian M. 2008).

Internet provides not only the powers to access distributed heterogeneous information, but also

interact with millions of people all over the world, social networking sites are significant tools

for connecting people throughout the world.

The amount of time most student spend on this SNs nowadays has being a major concern, the

rate at which students use the internet for social communication other than educational purpose is

increasing hence the positive effect of internet on education is relatively limited.

Most of this SNs are trap sites that easily pop up to catch the attention of students when they are

accessing the internet, attracting them to sign up giving most details about themselves which are

visible to others, ones students sign up for this sites the desire to always log on to meet with new

friends and chat becomes very high thereby taking most of their time and attention from the

productive part of the internet that will enhance their academic performance.
During direct observations of students’ use of the Internet in the library and other internet

locations on campus, it was noted that the majority of students’ time was not spent using the

library resources online or even research work. Rather, email use, instant messaging and SNs

dominated student’s computer activity in the library. Almost every student that was observed had

log on to facebook or other SNs whiles online, but very few were observed surfing university-

based or library Web sites.

4.3.9 ACADEMICS AND THE INTERNET

University students seem generally positive about the Internet and its impact on their educational

experience. The majority of students (50%) have a positive attitude toward the Internet and its

communication tools. They are comfortable with Internet communication, and even report

finding enjoyment while using it for academic and personal reasons. Their Internet habits are

split between academic and social uses, and they find it functional for both purposes. The table

below shows students responses to the impact of internet on education.

RESPONSE NUMBER OF RESPONDENTS (%)

Agree 50
Neutral 18
Disagree 19
Not sure 13
Source: Field survey 2011 TABLE 6

The table above shows that most student agree with the fact that the internet has had a positive

impact on students education.

4.3.10 COMPARING INTERNET TO LIBRARY USE

The convenience of the Internet may be taking some of the trouble out of working on class

projects for University students, but some educators and librarians are concerned it may also be

creating poor research habits.

Data from the Association of Research Libraries shows that reference queries at university

libraries have greatly decreased during and since the late 1990s. The convenience of the Internet

is likely tempting students to rely very heavily on it when searching for academic resources. In

my own research, an overwhelming number of students reported that the Internet, rather than the

library, is the primary site of their information searches. The table below shows the response of

students.

RESPONSE NUMBER OF RESPONDENTS (%)

Use internet more than the library 52
Use internet and library about the same 19
Use internet less than library 21
Not sure 8
Source: Field survey 2011 TABLE 7

The table above shows that out of the 100 students interviewed 52% of the respondents said they

use the Internet more than the library, while only 21% said they use the library more than the

Internet for information searching.

Traditionally, and ideally, the library has been a place where students go to study and collect

materials used for papers, presentations and reports. Of course, people often socialize at the

library, too. Nowadays, the Internet has changed the way students use the library. Students tend

to use the Internet prior to going to the library to find information. During direct observations of

students’ use of the Internet in the library on campus, it was noted that the majority of students’
time was not spent using the library resources online. Rather, email use, instant messaging and

Web-surfing dominated students internet activities in the library. Almost every student that was

observed checked his or her e-mail whiles online, but very few were observed surfing university-

based or library Web sites. Those students who were using the internet to do academic-related

work made use of commercial search engines rather than university and library Web sites.

Many students are likely to use information found on search engines and various Websites as

research material.

University libraries have tried to adapt to the information resources that the Internet offers by

wiring themselves for students’ demands. For example, wireless network is now available at the

school library so students can use their laptops to access the internet throughout the library to

allow students to search for resources easily.

4.3.11 TIME SPENT ON THE INTERNET

Students spend a lot of time on the internet nowadays for research work, communication and

entertainment. The table below shows the maximum time a student spends on the internet in a

day.

Time(minutes) NUMBER OF RESPONDANTS (%)

10-30 35
40-60 31
Above 60 34
Source: Field survey 2011 TABLE 8

The above table shows that most students spend at least 10-30 minutes on the internet daily

whiles others spend above 60 minutes daily.

4.4 MEASURE OF ASSOCIATION

This test is used to determine whether there is a significant association between 2 categorical

variables from the same sample.

4.4.1 TEST 1: Association between the age students start to access the internet and their basic

institution.

The researcher is interested in finding out whether there is a relation between where a student

had his/her basic education and the age at which they start to access the internet. A sample of

100 students is selected and the following data are obtained.

H0: There is no association between the ages at which student start to access the internet and the

institutions they had their basic education.

H1: There is an association between the ages at which student start to access the internet the

institutions they had their basic education (Claim).

Testing the claim at 0.05 level of significant i.e. α = 0.05

Results

Pearson chi-square value is 0.63 with 3 df.

Probability level (under null hypothesis) p = 0.890

Observed Fitted Residual

BASIC_IN USAGE
Public 5-10 5.00 4.73 0.17
11-15 7.00 6.45 0.31
16-20 20.00 21.93 -0.78
21-25 11.00 9.89 0.53
Private 5-10 6.00 6.27 -0.17
11-15 8.00 8.55 -0.31
16-20 31.00 29.07 0.78
21-25 12.00 13.11 -0.53

CONCLUSION

The decision is not to reject the null hypothesis, since the probability value of 0.890 is greater

than the 0.05.

There is not enough evidence to support the claim there is an association between the age at

which a student start to access the internet and the institution in which he/she had his/her basic

education.

4.4.2 TEST 2: Association between gender and time spent accessing the internet.

The researcher wishes to determine whether there is a relationship between the gender of a

student and the maximum time spent on the internet. To achieve this sample of 100 students is

selected and the following data obtained.

H0: The maximum time a student spend on the internet is independent of the students gender

H1: The maximum time a student spend on the internet depends on the students gender (Claim)

Testing the claim at 0.05 level of significant i.e. α = 0.05

Results

Pearson chi-square value is 1.56 with 2 df.

Probability level (under null hypothesis) p = 0.458

Observed Fitted Residual

GENDER MAXIMUN
Male 10-30min 17.00 19.95 -1.25
40-60min 19.00 17.67 0.58
Above 30mins 21.00 19.38 0.69
Female 10-30min 18.00 15.05 1.25
40-60min 12.00 13.33 -0.58
Above 30mins 13.00 14.62 -0.69

CONCLUSION

Since the probability value of 0.458 is greater than 0.05 the decision is not to reject the null

hypothesis.
There is not enough evidence to support the claim, it can be concluded that the maximum time a

student spend on the internet does not depend on the students gender.

4.4.3 TEST 3: Association between gender and internet activities.

The researcher is interested to find out whether there is a relation between the gender of a student

and what they use the internet for, a random sample of 100 students provides the following data.

H0: What student use the internet for is independent of their gender.

H1: What student use the internet for depend on their gender (Claim)

Testing the claim at 0.05 level of significant i.e. α = 0.05

Results

Pearson chi-square value is 1.42 with 3 df.

Probability level (under null hypothesis) p = 0.700

Observed Fitted Residual

GENDER INT_USE
Male Entertainment 13.00 12.54 0.22
News 6.00 6.84 -0.52
Research 29.00 26.79 0.89
Communication 9.00 10.83 -0.94
 Female Entertainment 9.00 9.46 -0.22
News 6.00 5.16 0.52
Research 18.00 20.21 -0.89
Communication 10.00 8.17 0.94

CONCLUSION
The decision is not to reject the null hypothesis, since the probability value of 0.700 is greater

than 0.05.

There is not enough evidence to support the claim that what students use the internet for depend

on the students gender.

4.4.4 TEST 4: Association between gender and how often students access the internet.

The researcher is interested in finding out whether there is a relation between the gender of a

student and how often they access the internet, a random sample of 100 students provides the

following data.

H0: There is no association between gender and how often students access the internet.
H1: There is an association between gender and how often students access the internet.(claim).

Testing the claim at 0.05 level of significant i.e. α = 0.05

Results

Pearson chi-square value is 0.07 with 2 df.

Probability level (under null hypothesis) p = 0.967

Observed Fitted Residual

GENDER INT_ACES
male Daily 24.00 23.37 0.26
Weekends 19.00 19.38 -0.16
Other 14.00 14.25 -0.12
female Daily 17.00 17.63 -0.26
Weekends 15.00 14.62 0.16
Other 11.00 10.75 0.12

CONCLUSION

The decision is not to reject the null hypothesis and conclude that there is no evidence to support

the claim that there is an association between gender and how often students access the internet.

4.4.5 TEST 5: Association between gender and students reasons for using SNs.

The researcher is interested in finding out whether there is a relation between the gender of a

student and their reason for signing up for social network, a random sample of 100 students

provides the following data.

H0: There is no association between gender and students reasons for signing up for social

networking sites

H1: There is an association between gender and students reasons for signing up for social

networking sites (claim).

Testing the claim at 0.05 level of significant i.e. α = 0.05

Results

Pearson chi-square value is 1.56 with 2 df.

Probability level (under null hypothesis) p = 0.459

Observed Fitted Residual

GENDER REASONS
maleMake new friends 26.00 23.55 1.20
Share Ideas 7.00 7.44 -0.28
Chatting 11.00 13.01 -1.08
femaleMake new friends 12.00 14.45 -1.20
Share Ideas 5.00 4.56 0.28
Chatting 10.00 7.99 1.08
CONCLUSION

Since the probability value is greater than 0.05 the decision is not to reject the null hypothesis,

we can therefore conclude that there is no association between gender and students reason for

signing up for social networking sites.

 CHAPTER FIVE: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 SUMMARY OF FINDINGS

University students are heavy users of the Internet. Use of the Internet is a part of students’ daily

routine, because they have grown up with computers. It is integrated into their daily

communication habits and has become a technology as ordinary as the telephone or television.

 Most students own their own computers most of which are laptops.

 Most students do not get expose to the internet at an early age but somewhere between

the ages of 16-20 student start to make use of the internet.

 Students access the internet on daily basis and most prefer to access it at internet cafes

but much recently students are adopting the use of mobile phones and modems.

 Students use the internet mostly for research work.

 Most students have E-mail accounts.

 Majority of students have registered for social networking sites such as facebook with the

motive of making new friends and chatting online.

 Students communicate with their friends more than family members when they use the

internet.

 Students are positive about the impact of internet on their education i.e. they agree to the

fact that the internet has had positive impact on student’s education.

 Most students prefer to use the internet for research work more than the library resources.

 The age at which students start to access the internet does not depend on whether he had

his basic education in a private or public institution.

 The maximum time students spend on the internet is independent of their gender.

 The activities that students use the internet for does not depend on their gender.
  There is no association between gender and how often students access the internet.

 Making new friends, chatting and sharing of ideas are some of the factors that influence

students to sign up for SNs.

 The effect of SNs on students education is increasing since most student nowadays spend

a lot of time on this sites just to communicate with friends.

5.2 CONCLUSIONS

• The amounts of time spend and the activities students perform on the internet do not

depend on gender.

• The age at which students start to access the internet does not depend on the institution

they had their basic education.

• The internet has gain much popularity among students nowadays, most students prefer to

use the online information searching rather than the library since the internet is found to

be fast and easily accessible

• Although technology is a very important, useful and indispensable part of the life,

effective and appropriate usage of it still needs to be improved in education, most

students sometimes, use the computer and Internet for reasons other than educational

purposes. The effect of the Internet in education is, hence, relatively limited.

• Making new friends, chatting and sharing of ideas are some of the factors that influence

students to sign up for SNs.

• SNs has negative impact on students education since students spend most of their time on

SNs when they go online.

 • To gain information, students should not only rely on textbooks provided and materials

prepared by the lectures, but the skills in searching information by themselves from the

use of internet should be emphasized. A mastery skill in using computer is the basis

towards an effort in mastering communication and information skills.

5.3 RECOMMENDATIONS

• The internet is an effective teaching tool in university education and it has become

popular among university students, I therefore recommend that University lectures should

publish course materials via the internet.

• Students should learn how to manage their time in order to cut down the amount of time

spend on SNs.

• Also students should try to avoid trap sites that shift their attention towards unnecessary

use of the internet.

• The school library should be well equipped with internet facilities to help make students

research work easy.

• The wireless coverage area should be broading and the School internet café should also

be well equipped with high speed computers and internet connection.

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APPENDICES

QUESTIONNAIRE ON STUDENTS INTERNET USE

THIS QUESTIONAIRE IS INTENDED TO COLLCT DATA ON THE USE OF

INTERNET RESOURCES BY STUDENTS, IT IS STRICTLY FOR ACADEMIC
PURPOSES AND WILL NOT BE USED OTHERWISE. I HOPE YOU GIVE ME YOUR
MAXIMUM COOPERATION

PLEASE TICK WHERE APPROPRIATE. THANK YOU

1. Gender:
Male Female
2. Age range.
15-20 21-25 26-30 above 30

3. What is your residential status?

Resident Non-Resident
4. Level:
100 200 300 400

5. Department:

PHY CHM BIO MAT ESSA

6. Do you have a personal computer?

Yes No
If yes, which type of PC?
Laptop Desktop Other

If other specify………………………………………
7. Do you access the internet?
Yes No
If no, Why…………………………………………………………………………………………
……………………………………………………………………………………………………

If yes proceed.

8. At what age did you start using computer or internet?

5-10 11-15 20-25 other

If other specify…………………………………………

9. How often do you access the internet?

Daily Weekends Other

If other, specify ………………………………………………

10. Through which means do you connect to the internet?

Wireless LAN

11. Through which means will you prefer to access the internet?
Mobile phone Internet cafe modem other
If other, specify…………………………………………….

12. Do you have a personal modem?

Yes No
If yes, which network?

MTN Tigo Zain Vodafone Other

If other specify………………………………………………………
How do you pay?
 Credit basis Subscription basis
If subscription base how much do you pay in a month……………………………

13. Why do you use the internet?

Entertainment news research communicate other

If other specify……………………………………………………

14. Why do you use computer?

School Assignment Entertainment connect to the internet other
If other specify…………………………………………………….

15. Do you have an E-mail address?

Yes No
If yes
Yahoo Hotmail Gmail Other
If other, specify………………………………………….

16. Which institution did you have your basic education?

Public Private

17. Are you on any of these chatting sites?

Facebook Twitter Opera community other

If other, specify……………………………………..

18. Why are you on this site?

Make new friends Share Ideas Chat with others other
If other specify………………………………………………………….
19. What is the maximum time you spend on the internet?
10---30mins 40----60mins above 1hr
20. Whom do you communicate with the most when using the internet?
Family friends other

If other specify………………………………………………..

21. Computers and internet has had positive impact on student’s education.
Agree Neutral disagree not sure

22. Which will you prefer as your source of information?

Use Internet more than library Use Internet and library about the same

Use Internet less than library Don't know

23. Do you like using the school café?

Yes No
If no why?

Slow connection insufficient computers other

If other specify………………………………………………..

24. Do you like using the schools wireless connection?

Yes No
If no why?

It’s not stable restricted areas I don’t have a pc other

If other specify…………………………………………………….