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Academic performance The conclusion drawn from the study is that the use of internet is one of the major factors affecting the academierformance and social life of university students. The number of hours spending on internet will affect the CGPA, of students unless the internet is used for study purpose. The students achieve good CGPA, who used internet for academic purposes. The graphical representations about the use of internet and its impact on social life of universitystudents indicate that the maximum use of internet, minimize the social activities of university students. The study showsthat use of internet for study purpose and academic achievements are directly proportional to each other while inverselyproportional to social life of university students. EFFECT OF INTERNET ON THE ACADEMIC PERFORMANCEAND SOCIAL LIFE OF UNIVERSITY STUDENTS IN PAKISTAN Muhammad Musaud Asdaque, Muhammad Nasir Khan, Dr.Syed Asad Abbas Rizvi Department of Education, International Islamic University, Islamabad (PAKISTAN) ABSTRACT The internet is one of the greatest recent advancement in the world of information technology and has become auseful instrument that has fostered the process of making the world a global village. This is a universal fact that the useof internet has a great impact on the student’s academic achievement and social life. The study was conducted todetermine the effect of use of internet on the academic performance, social life and outdoor activity of University studentsin Pakistan. The study will be helpful for the university students, researchers and curriculum developers in order to findout the correlation of use of internet and academic performance. The study is significant for the university teachers toanalyze the effect of use of internet on academic performance of students. The study will be ive to explore thecorrelation of use of internet and social life of university students. Conclusion was drawn with the help of graphicalrepresentations indicating the impact of use of internet on academic achievement and social life of university students.Survey research was conducted on one hundred BS students, selected from two Federal Universities of Pakistan. Key words : Internet, academic performance, social life, students, Pakistan 1. INTRODUCTION The Internet is a relatively new channel for scholarly resources, and contains vast quantities of information thatvary a great deal regarding its contents, aim, target group, reliability etc. Hence, it is important that the end- is awareof the diverse information available on the Internet, and educated in the criteria by which the information content shouldbe assessed (Chapman, 2002). The fabulous growth in telecommunication has brought online services, specializedelectronic networks, WebPages, E-mail, software and global information resources to our homes as well as to education.The Internet provides an environment in which millions of people participate and engage in the creation and exchange of information (Rose & Fernlund, 1997).Students have only recently received the opportunity to use the Internet to seek and obtain scholarly material and,consequently, knowledge on how effectively they make use of this channel is limited. Students' information seekingculminates as they work on their theses. Many studies have been conducted regarding the type of information the end-s seek and obtain on the Internet and in which circumstances they prefer electronic sources to paper sources(Tenopir et al. 2003) According to their survey, approximately 50% of all the scholarly publications were obtained from the Internet,who studied geography student's use of sources on the Internet by analyzing citations from a test, found that 51% of thecitations referred to sources on paper, 47% of the sources were from the Internet and the rest was course material.(Fescemeyer, 2000)Internet use has become very popular in many areas as well as in education in recent years. Accordingly, Internetaccess in schools has increased greatly over the last 20 years (Berson, 2000).Many experts see the computer, combined with multimedia capabilities, as the new tool that can transformeducation (Van Horn, 1991) points out that the computer can solve many of the problems facing teachers. In today'senvironment the teacher is expected to have a large knowledge base. The teacher also has the problem of deciding toteach at the low end or the high end of the grade level. Many compromise and teach in the middle. Computers can solvethese two problems by enabling teachers to customize instruction for each student (McKeown, 1991).Chiwepa (2003) discovered a high use of Internet by the staff of the University of Zambia where 35 out of 37 staff made use of Internet. Their major motivation for such use is convenience (82.91%); usefulness (80.05%); free access toinformation and software (71.4%); andease of use (68.6%). Bao (1998) found out that only 10% of his respondents at theSeton Hall University do not use the Internet, 40.2% of students and researchers use it on daily basis, 38.3% on weeklybasis and 10.7% on monthly basis.Jagdoro (2004) in his own research ascertain that 45.2% of postgraduate students access the Internet at thecyber café in the university where only 8.2% use the library Internet facilities. A greater percentage (38.24%) does thatonly on monthly basis where 39.7% spend one hour on each visit.Time spent using e-mail and surfing online by undergraduates had increased significantly between 1996 and2001 (Hendel & Harrold, 2004). Various types of Internet use have been linked to positive and negative effects onundergraduates. Dysphoric symptoms have been linked to some types of Internet use such as shopping, playing games,or doing research; conversely, increased time involving use of email, chat room discussions, and instant messaging havebeen linked to a decrease in depressive symptoms (Morgan & Cotton, 2003). Wellman and Gulia (1999) suggest thatonline relationships may help to broaden and strengthen direct personal relationships. LaRose et al., (2001) founddecreased depression in college students who used the Internet to obtain social . Internet also foster moreequitable social interaction between individuals from different backgrounds because it masks the physical markers, such as race, gender and age, that often trigger unwarranted assumptions about the interests and capabilities of of various social categories (Janet and Ann, 2002)Studies have shown that an increase in virtual interaction decreases the amount of face-to-face interactionbetween people and this in turn may lead to social isolation and depression. While no causal relationship betweenInternet use and depression has yet been ascertained, there is an association between increased Internet use andpsychological distress and loneliness. (Subramaniam et al., 2008

Bao, X. (1998). Challenges and opportunities: a report of the 1998 library survey of internet s atSeton Hall University. College and Research Libraries 59(6): 535-543.2. Berson, M.J. (1996). Effectiveness of computer technology in the social studies: A review of theliterature. Journal of Research on Computing in Education, 2 (4), 486-499.3. Bimber, B. (2000). Measuring the gender gap on the Internet. Social Science Quarterly, 81, 868–8764. Chapman, L. (2002). Russian roulette or Pandora's box: use of Internet as a research tool. Paper presented at VALA 2002. 11th Biennial Conference and Exhibition, 6-8 Melbourne. Victoria, Australia.5. Chifwepa V (2003). The use of the internet and internet by teaching staff of the University of Zambia . Afr.J. Archives Inf. Sci. 13(2): 119-132.6. Davis R, Flett G, Besser A. Validation of a new scale for measuring problematic Internet use:implications for pre-employment screening. Cyber Psychology & Behavior 2002; 5:331–45.7. delta Kappan:527-533.8. Fescemeyer, K. 2000. Information-seeking behavior of undergraduate geography students. ResearchStrategies , 17(3/4):307-317.9. Hall, A. S., & Parsons, J. (2001). Internet addiction: college student case study using best practices incognitive behavior therapy. Journal of Mental Health Counseling, 23: 312-327.10. Hendel, D. D., & Harrold, R. D. (2004). Undergraduate student leisure interests over three decades. College Student Journal, 38 (4), 557-568.11. Jagdoro KO (2004). A study of internet usage in Nigerian universities: A case study of Obafemi AwolowoUniversity Ile-Ife, Nigeria UNESCO,Paris.12. Janet, W. S. & Ann L. D. 2002. Bringing the internet to the school: Lessons from an Urban District. JohnWiley & sons inc.13. Kuh, G., & Nelson, T. (2004). Student Experiences with Information Technology and their Relationship toOther Aspects of Student Engagement. Paper presented at the Annual Meeting of the Association for Institutional Research, Boston, MA.14. LaRose, R., Eastin, M. S., & Gregg, J. (2001). Reformulating the Internet paradox: Social cognitiveexplanations of Internet use and depression. Journal of Online Behavior , 1(2): no pagination specified.15. LaRose, R., Mastro, D., & Eastin, M. S. (2001b). Understanding Internet usage: a social-cognitiveapproach to uses and gratifications. Social Science Computer Review, 19, 395-413.16. Lijuan, C., Xin, Z., Mingzheng, W., & Aihong, X. (2006). A research on the effects of Internet addiction onadolescents’social development. Psychological Science (China), 29:34-36.17. McKeown, P. (1991). Living With Computers (3rd ed.). New York: Harcourt Brace Janovich.

© Journal of Education and Sociology, ISSN: 2078-032X, December, 2010 27 18. Morgan, C., & Cotten, S. R. (2003). The relationship between Internet activities and depressivesymptoms in a sample of college freshmen. Cyber Psychology and Behavior, 6:133-142.19. Morgan, C., & Cotton, S. R. (2003). The relationship between Internet activities and depressivesymptoms in a sample of college freshmen. Cyber Psychology & Behavior, 6(2):133-142.20. National Statistics (2006). Internet access. Households and Individuals. London: National Statistics.21. Rose, S.A., & Ferlund, P.M. (1997). Using technology for powerful social studies learning. SocialEducation, 61(3):160-166.22. Solarz, A. L. (Ed.) (2002). An annotated bibliography on the implications of interactive media for adolescents. American Psychological Association: Public Interest Directorate.23. Subramaniam Mythily, Shijia Qiu, Munidasa Winslow, 2008. Prevalence and Correlates of ExcessiveInternet Use among Youth in Singapore. Annals Academy of Medicine, Vol. 37 No. 124. Tenopir, C., King, D., Boyce, P., Grayson, M., Zhang, Y. & Ebuen, M. (2003). Patterns of journal use byscientists through three evolutionary phases. D-lib Magazine , 9(5).25. Van Horn, R. (1991). "Educational power tools: New instructional delivery systems." Phi26. Wasserman, I. M., & Richmond-Abbott, M. (2005). Gender and the Internet: Causes of variation inaccess, level, and scope of use. Social Science Quarterly, 86:252–270.27. Wellman, B., & Gulia, M. (1999) Virtual communities as communities: Net surfers don’t ride alone. InM.A. Smith & P. Kollock (Eds.), Communities in cyberspace (pp.167-194). New York: Routledge.28. Widyanto L, McMurran M. The psychometric properties of the Internet Addiction Test. Cyber Psychology& Behavior 2004; 7:443–50.29. Yang, S. C., & Tung, C. J. (2006). Comparison of Internet addicts and non-addicts in Taiwanese highschool.Computers in Human Behavior, 23, 79e96.30. Zhu, K., & Wu, H. (2004). Psychosocial factors of to Internet addiction disorder in college students.Chinese Mental Health Journal, 18:796-798. FREQUENCY OF INTERNET USE The use of internet has been widely accepted as a way of improving students’ performance in several subjects area. However, there is dearth of studies on the relationship between internet browsing, and students’ achievement in school subjects such as Agricultural Science. This study therefore, sought to investigate the relationship between internet browsing and students’ achievement in Agricultural Science. A sample of 300 students was drawn from 10 schools from the five local government areas of Ogbomoso. Internet Browsing Pattern Questionnaire (IBPQ) and Agricultural Achievement Test (AAT) were used to collect data. Cronbach alpha correlation coefficient of 0.807 (IBPQ) and 0.9531 (AAT) were estimated for the instruments. Four research questions were answered. Descriptive statistics and Pearson moment correlation were used to analyze data. Majority of the students have access to the internet. Most of the students that have access to the internet browse more for noneducative information (socio-networking sites).The relationship between internet browsing and students’ achievement in Agricultural Science through positive is not significant. Effect of Internet Browsing on Students’ Academic Achievement at the Senior Secondary School Level Sunday Paul Adegoke 94 % of those aged 16-24 were regular internet s, more than double the proportion in the 55-74 age group (46 %). Statistics in focus 29/2013; Authors: Heidi SEYBERT, Petronela REINECKE

http://www.statista.com/statistics/266587/percentage-of-internet-s-by-age-groups-in-the-us/ In a 2005 study, significant gender differences were found in Internet experience, attitudes, usage, and self-confidence between Chinese and British students. Men in both countries were more likely than women to use email or ‘chat’ rooms. Men played more computer games than women with Chinese men being the most active games players. Men in both countries were more self-confident about their computer skills than women, and were more likely to express the opinion that using computers was a male activity and skill than were women. Gender differences were higher in the British group than the Chinese group. 'How Men and Women use the Internet',

Pew Internet and American Life Project 2005

Abstract The following study examines gender differences existing in various cognitive motivational variables (locus of control, academic self-concept and use of learning strategies) and in performance attained in school subjects of Literature and Mathematics. For this purpose, a sample of 363 students was selected from the high school students in the first, second and third academic years. For achieving to the purpose used of locus of control questionnaire, self-concept questionnaire and LASSI. Results show the existence of gender difference in variables under consideration, with girls showing internal locus of control, using attitude, motivation, time management, anxiety, and self-testing strategies more extensively, and getting better marks in Literature. With boys using concentration, information processing and selecting main ideas strategies more, and getting better marks in mathematics. Gender differences were not found in external locus of control, in academic self-concept, and in study aids and test strategies. Results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, with the girls have a more adaptive approach to learning tasks. However, the influence of contextual variables that may differently affect boys’ and girls’ motivation was not taken into . Thus future research should address the influence of such factors.

Gender differences in factors affecting academic performance of high school students Sayid Dabbagh Ghazvini, , Milad Khajehpour