Is Internet Usage improving the Academic Achievement of Adolescent Students in Chhattisgarh? A Study Across Locale and Gender

Archana Verma¹, Dr. Saummya Tiwari², Prof. Meeta Jha³, Prof. Mitashree Mitra⁴

¹School of Regional Studies and Research, Pt. Ravishankar Shukla University, Raipur- 492010, CG

²Department of Education, Disha College, Ram Nagar, Raipur- 492001, CG

³SoS in Psychology, Pt. Ravishankar Shukla University, Raipur- 492010, CG

⁴Professor (Retd.), Pt. Ravishankar Shukla University, Raipur- 492010, CG

archana16669@gmail.com, drsaummyatiwari@gmail.com, meetajha2010@gmail.com, mitashree.mitra@gmail.com

Abstract: Use of Internet has become very widespread among students of all ages and regions for various purposes in everyday life. In the present paper the effect of use of Internet by the adolescent students on their Academic Achievement is discussed systematically. Data from the students belonging to urban, rural and tribal regions of Chhattisgarh state is collected and is analysed on the basis of locale and gender. ‘t’ test and ANOVA are used to find out the effect of Internet usage on the academic achievement of the students. The result obtained shows that more use of Internet by the students improves their Academic Achievement in all locales and for both the genders.

Keywords: Internet, adolescent, Academic Achievement, Academic Performance

1.      Introduction:

In the current times the Internet has become more widely available than the computers to the people of all ages and locale due to low cost and versatile smart-phones and inexpensive Internet connectivity. Adolescent students across different locale, type of schools and socio-economic status are using Internet for communication, entertainment, studies and making social connections. Internet usage, therefore, affects their social lives, psychological wellbeing and educational outcomes among other areas andhas been an intensive research area since last one and a half decades across the world. In India too the penetration of the Internet and Social Media has become widespread (Kemp, 2020; Aslam, 2020). In India many such studies (Kalara and Manani , 2013; Meena et al.2014, Siddiqui andSingh, 2016; Raj et al.,2018, Agrawal et al., 2019; Saini et al, 2020) have been carried out by many researchers in different states of the country. The state of Chhattisgarh being comparatively new one and having a large tribal area has students who have found digitally aware and using Internet (Verma et al, 2016). The current paper is an attempt to study the effect of Internet usage on the Academic Performance of the adolescent students belonging to urban, rural and tribal areas and to different gender. A systematic literature review is given below.

2.      Literature review:

Students use the Internet for various purposes such as primarily for Communication, entertainment, using social media (Facebook, Whatsapp, Instagram, etc.), online shopping to name a few. The effect of Internet usage on the Academic performance or the Academic Achievement is studied by many researchers across the world and both positive, negative and neutral effects have been reported. (Elloreet al, 2014); (Al-Rahmi2014) studied the effects and found that if the use is focussed to studies and group learning then the use of Internet improves the Academic performance of the students. (Siraj and Salam 2015) found that the Internet usage is positively related to the Academic performance in the university students of Malaysia. Similar findings have reported by other authors in Senior secondary schools of Ghana and Hyderabad, India, respectively (Yebowaa, 2018; Sharma and Naik, 2020; Oluwafemi et al., 2020).  (Posso, 2016) gave the finding that using internet for the purposes of social networking negatively impacted the academic scores of the Australian students, however, the use of internet for online gaming had a positive impact on the academic skills of the students and thus, positively impacted their academic performance.

(Ahmed, 2019) focused on the effect of social media and on students’ academic performance in Nigeria and found the use of internet, particularly social media to be having both positive and negative effects on students’ academic performance. However, (Teves-Pinilli and Ridad, 2018) while studying the impact of social media and internet on the academic performance of Filipino students noted that the use of social media by the students enhanced their academic performance when it was used for the purposes of school-related activities. (Daraha, 2013) while studying the impact of Internet usage on the cognitive skills of the high school students of Thailand, among other things, concluded that students with longer hours of Internet usage could achieve better academic performance/achievements as opposed to those adolescents who used the Internet for a shorter period. (Nazir,2014) in his study of secondary and higher secondary school students in Srinagar city of Kashmir, India found use of Internet for accessing and connecting through social media, to be having positive impacts on the academic performance of students. The use of Internet Usage was contributing towards widening the adolescents’ knowledge base and improving their English-speaking skills for majority of the students of both genders. (Sivakumar, 2020) in his study on the effects of social media on academic performance of the school going students in a district in Tamil Nadu, India  concluded that majority of the students used their social media for academic purposes than for non-academic purposes due to which their academic performance was positively impacted.

On the overuse of Internet for non-academic/recreational purposes (Singh and Barmola, 2015) in their study found that the overuse/excessive use of the Internet for non-academic purposes impaired the academic performance of the adolescent students in Uttarakhand, India. (Turel and Toraman, 2015) in their study of the Internet addiction and academic success of the school students in Turkey found a negative correlation between the academic performance of school-going students and their excessive Internet usage. However, this study was limited by its lack of inquiry into the purpose of such use of the Internet. Thus, the negative impact on the academic performance of the adolescent students seems to stem from their over-usage or excessive rather addictive use of the Internet for purposes that are not strictly academically oriented.

(Chen and Fu, 2009) finding many inconsistencies on this issue of impact of Internet usage on the academic performance of adolescents reached a conclusion that the inconsistencies in findings were caused due to lack of acknowledgement of the gender differences in Internet usage among adolescent students that essentially affects their choices while surfing the Internet. The gender gap in surfing the Internet was noted with respect to the timing of male and female students using the Internet, where they used it and the purpose of such usage. It was finally concluded that gender difference that led to different Internet usage patterns, ultimately affected the academic performance/achievement of these adolescent students. Similarly (Mir andParay, 2018) found a significant difference between academic achievements of adolescent male Internet-users and female Internet-users in Kashmir, India and it was found that female Internet-users had academically outscored the adolescent male Internet users.

While there have been numerous studies on impact of Internet usage on the academic performance of the adolescent school students both nationally and internationally, there are very limited research on the same in the state of Chhattisgarh (Lahiri, 2014; Verma et al, 2019).

3.      Methodology

For the present research the data is collected from adolescent students of Chhattisgarh region. The Academic Achievement of an adolescent is believed to be the result of academic studies, school atmosphere, family atmosphere among other factors. This study tries to extract data from the adolescent students residing in Chhattisgarh regarding their Internet and social media usage habits, their Academic Achievement and its relation to Internet surfing habits is analysed. The time period chosen in this study is from July of 2018 to December of 2019 and the data is collected in one go.

3.1. Research Design:

The present study is cross sectional descriptive research. The predictors undertaken in the study was Internet usage of male and female students of Chhattisgarh region. The criterion variable is, therefore, taken as Academic Achievement. For this purpose, ‘t’ statistics and ANOVA are used. The data collection is done with questionnaire as a data collection instrument to measure Internet usage score and the Academic Achievement (performance) was measured by scores in the annual examination of the year 2017 of the students.

3.2. Sampling Design:

The multistage probability sampling design was used to identify the sample items. In the first stage of sampling the list of school from urban, rural and tribal region of Chhattisgarh was prepared, the schools were also classified on the basis of government run and non-government schools. The proportion was retained as it was there in the number of schools in whole Chhattisgarh. At this stage, a simple random sampling was conducted to identify the schools from the three regions from which the data was to be collected.

At the second stage of sampling, the sampling frame was identified representing the students from the selected list of school in urban, rural and tribal region and classified into government and non-government run school. On the sampling frame a simple random probability sampling was applied to identify the sample items according to the desired sampling size. The detail sampling plan in figurative form is given below—

3.3. Measurement Scale

The dependent variable was Academic Achievement. It was measured by the percentage of marks scored by the student in the last examination. The Independent variable is the Internet Usage Score. It was measured by 4 statements having a 5 points Likert Scale statement having 5 categories and point allotted by marking “Strongly Disagree” as 1 point; “Disagree” as 2 points; “Neutral mixed feeling” as 3 Points; “Agree” as 4 points, and “Strongly Agree” as 5 points, respectively. As such, the minimum and maximum possible Internet usage Scores can be 0 and 20, respectively. It is found that minimum and maximum Internet usage scores obtained in the entire population are 7 and 20, respectively. The population is categorized as Lower Internet Usage group comprising of samples following within range 0 to 10.0 and to Higher Internet Usage group from greater than 10.0 to 20. Further analysis is carried out for these two groups.

3.4. Objectives

For conducting the present study after through literature survey following Objective were formed-

1.      To measure the Academic Achievement of  students in high and low Internet score group of students of Chhattisgarh.

2.      To explore the Academic Achievement, with respect to the category of Internet Surfing score of students of Chhattisgarh.

3.      To identify the difference in Academic Achievement of students with respect to the extent of usage category of Internet Surfing Score with respect to Locality and Gender

In order to fulfil the objective of the study a detailed research plan was formed to facilitate the data collection and four hypotheses are made and tested from the result of data analysis. These hypotheses are enumerated with the data analysis in the next section.

4.      Data Analysis and Results

4.1 Sample Distribution

In the randomly selected sample, Male respondent were 427 representing 48.7% and Female respondents were 448 representing 51.2%. Table 1 below gives the details. Total number of respondents that were sampled were 875, out of which maximum number of respondents were from Tribal locality representing 44.2% of the sampled item and were 387 in number. The rural respondents were 225 representing 25.7 % of the total sample, and Urban respondent were 263 representing 30.1% of the total sample as shown in the table -2 below.

Table 1: Details of male and female adolescent students in the samples.

Table 2: Details the samples based on the locality of sampling (urban, rural and tribal).

On categorising the sample based on Internet Usage category it was found that Low category of Internet Usage comprises of 59 respondents and high category comprises of 816 respondents respectively which is shown in the table -3.

Table 3: Frequency distribution of the Low and High Internet Usage groups.

4.2 Descriptive Analysis

On analysing the sample of 875 students by measuring their Internet Usage score it has been observed that students have mean Internet Usage score of 14.56 with standard deviation of 2.82 and having minimum and maximum Internet Usage score of 7 and 20, respectively, as shown in the table -4.

Table 4: Internet Usage range in the population

4.2.1 Descriptive Statistics of Academic Achievement with respect toInternet Usage Score (categorised) within Groups based on Gender and Locality.

Another objective of the study was that to find how Internet Site Surfing habits of adolescents is related to the Academic Achievement of adolescents. The descriptive statistics of Academic Achievement of adolescents in the two groups for Internet usage is given in the table -5 below.

Table 5: Descriptive Statistics of Academic Achievement with respect to Internet Usage Score.

For Low Internet Usage Score group mean Academic Achievement is 38.11with the standard deviation of 7.90. The Lower Bound and Upper Bound prediction of Academic Achievement for Low Internet Usage Score group lies between 36.05 and 40.17 at 95 % confidence interval. High Internet Usage Score Group Academic Achievement has a mean value of 60.42 with the standard deviation of 16.18. The Lower Bound and Upper Bound prediction of Academic Achievement for High Internet Usage Score Group lies between 59.31 and 61.53 at 95 % confidence interval.

The table -6 below shows the descriptive statistics on the basis of gender among the samples belonging to Low Internet Usage Group and it is found that mean Academic Achievement for male students 37.63 with the standard deviation of 9, whereas for the female students of same group has slightly higher mean Achievement of 38.86 with the standard deviation of 5.9.

Table 6: Descriptive Statistics of Academic Achievement with respect to Low Internet Usage Score on the basis of Gender.

The table -7 below gives the descriptive analysis for Low Internet Usage Group on the basis of different locale which shows that adolescent students residing in the urban area have slightly higher Academic achievement as compared to their rural and tribal counterparts. The students residing in the tribal areas have the minimum value of Academic Achievement in this group.

Table 7: Descriptive Statistics of Academic Achievement with respect to Low Internet Usage Score on the basis of Locality

It is found that Academic Achievement of High Internet Usage Group is significantly higher than that for Low Internet Usage Group both in the gender and locale-wise analysis. The descriptive statistics for Academic Achievement for different genders and locale are given in the table -8 and table -9, respectively. The fact that come to fore from this analysis make is very clear the academically sound students of both the genders and residing in urban, rural and tribal are using the Internet for studies which in turn is benefitting their results.

Table 8. Descriptive Statistics of Academic Achievement with respect to High Internet Usage Score on the basis of Gender.

Table 9. Descriptive Statistics of Academic Achievement with respect to High Internet Usage Score on the basis of Locality.

4.3.3 Analysis to check difference of Academic Achievement among low Internet sage Score Group on the basis of Gender and Locality.

As very slight change in the Mean Academic Achievements among the genders and across different locale is found in the Low Internet Usage Group, ‘t’ test and ‘F’ test analysis are carried out to ascertain the differences as shown in the table -10 and the table -11, respectively.  It is checked at 5 % Level of significance that whether same difference exist between the population groups. In the subsequent process following Hypothesis were tested.

H₁- Among Lower Internet Usage Score user, there would not be any significant difference between Academic Achievement of female and male students.

H₂- Among Lower Internet Usage score Group, there would not be any significant difference among Academic Achievement of Urban, Rural and Tribal students.

Table 10: Difference of Academic Achievement with respect to Low Internet Usage Score on the basis of Gender and School Type among Low Internet User Group using ‘t’ Test.

Table 11: Difference of Academic Achievement with respect to Low Internet Usage Score on the basis of Locality among Low Internet Usage Group using ANOVA.

From the result of ‘t’ test it can be seen that the difference in academic achievement between female and male student was not significant with significance value of 0.564 which was greater than 0.05. The Hypothesises H₁ is therefore accepted. The ‘F’ test having statistics of 0.978 with the significance value of 0.383 shows that the difference in academic achievement of Urban, Rural and Tribal Students was not significant, so H₂is accepted.

4.3.4 Analysis to check difference of Academic Achievement among high Internet Usage Score group on the basis of Gender and Locality.

Since the difference in the mean academic achievement among respondents of different gender and residing in urban, rural and tribal regions are obtained in the High Internet Usage Group it is found to be desirable to check the significance of this difference. It was checked at 5 % Level of significance that whether any significant difference exists among the population groups. In the subsequent process following Hypothesis are tested and the data analysis is presented in the tables 12 and 13, respectively.

H₃- Among HigherInternet Usage score, there would not be any significant difference between Academic Achievement of female and male students.

H₄- Among HigherInternet Usage score, there would not be any significant difference among Academic Achievement of Urban, Rural and Tribal students.

Table 12:  Difference of Academic Achievement with respect to High Internet Usage Score on the basis of Gender and School Type among High Internet User Group using ‘t’ Test.

Table 13: Difference of Academic Achievement with respect to High Internet Usage Score on the basis of Locale among High internet User Group using ANOVA.

The result of ‘t’ test in the table -12 shows that the difference in academic achievement between female and male student is significant with significance value of 0.000 hence the hypothesises H₃ is rejected. The ‘F’ test having statistics of 15.53 with the significance value of 0.000 shows that the difference in academic achievement among Urban, Rural and Tribal students is significant, therefore the hypothesis H₄is rejected.

5. Discussion

By the foregoing analysis it is evident that students using the Internet have significantly better Academic achievement than those in the Lower Internet Usage Group. This finding strengthens the findings of many other authors (Chen and Fu, 2009; Emeka and Nyeche, 2016). The mean Internet Usage of the students in the Chhattisgarh state is found to be 14.56 which is not excessive. This fact indicates that even the students in the High Internet Score Group are not using the Internet excessively or addictively and it is the excessive use that has been reported to cause the Academic Achievement to degrade (Asdaque et al, 2010; Austin and Totaro, 2011; Akhtar, 2013; Turel and Torman, 2015). Further, it can be safely inferred that the adolescent students are using the Internet more for study purposes which is benefitting them. Among the adolescent students categorized in the Lower Internet Usage Group the no significant difference is found in the Academic Achievements on the basis of gender and locale and it is significantly lower than that of High Internet Usage Group. This in turn indicates that Academic Achievement of these students is not affected by their Internet use which is in line with the earlier findings (Galgao, 2015; Celestine and Nonyelum, 2018).

6. Conclusion

In this paper the effect of Internet use by the adolescent students of Chhattisgarh state on their Academic Achievement is presented. It has been shown that low achievers are using the Internet to lesser extent and their Academic Achievement is not affected by the Internet usage. The high performers on the other hand are using the Internet judiciously and have been found have positive effect of Internet usage on their Academic Achievement. Also, students using the Internet to a higher extent have significantly higher mean Academic Achievement than those using the Internet to a lesser extent.

References

1.      Agarwal, K., and Singh, G. (2019). Social Media and Psychological Distress among Youth: A Systematic Review. Fusion, 14(1), 43-52. Retrieved 10 June 2020, from https://www.researchgate.net/publication/333045300_Social_Media_and_Psychological_Distress_among_Youth_A_Systematic_Review.

2.      Ahmad, S. (2019). Social Media and Students' Academic performance in Nigeria. Asian Journal Of Education And E-Learning, 7(2). Retrieved 3 March 2020, from https://www.researchgate.net/publication/337774157_Social_Media_and_Students'_Academic_Performance_in_Nigeria.

3.      Akhtar, N. (2013). Relationship between Internet Addiction and Academic Performance among University Undergraduates. Educational Research And Reviews, 8(19). https://doi.org/10.5897/ERR2013.1539

4.      Al-rahim, W., Othman, M., & Musa, M. (2014). The Improvement of students' Academic performance by using social media through collaborative learning in Malaysian Higher Education. Asian Social Science, 10(8). https://doi.org/10.5539/ass.v10n8p210.

5.      Asdaque, M., Khan, M., & Rizvi, S. (2010). Effects of Internet on the Academic Performance and Social life of University Students in Pakistan. Journal Of Education And Sociology. Retrieved 3 May 2020, from https://www.academia.edu/1000534/EFFECT_OF_INTERNET_ON_THE_ACADEMIC_PERFORMANCE_AND_SOCIAL_LIFE_OF_UNIVERSITY_STUDENTS_IN_PAKISTAN.

6.      Aslam, S. (2020). • Facebook by the Numbers (2020): Stats, Demographics & Fun Facts. Omnicoreagency.com. Retrieved 4 July 2020, from https://www.omnicoreagency.com/facebook-statistics/.

7.      Austin, W., &Totaro, M. (2011). High school students Academic performance and Internet usage. Journal Of Economics And Economic Education Research, 12(1). Retrieved 18 June 2020, from https://www.researchgate.net/publication/289327756_High_school_students'_academic_performance_and_internet_usage.

8.      Celestine, A., &Nonyelum, O. (2018). Impact of social media on student's Academic performance. International Journal Of Scientific And Engineering Research, 9(2). Retrieved 2 June 2020, from https://www.ijser.org/researchpaper/IMPACT-OF-SOCIAL-MEDIA-ON-STUDENTS-ACADEMIC-PERFORMANCE.pdf.

9.      Chen, S., & Fu, Y. (2009). Internet use and Academic Achievement: Gender Differences in Early Adolescence. Adolescence, 44(176), 797-812. Retrieved 12 June 2020, from https://www.researchgate.net/publication/43531751_Internet_use_and_academic_achievement_Gender_differences_in_early_adolescence#:~:text=First%2C%20the%20number%20of%20hours,support%20and%20communication%20with%20them.

10.   Daraha, K. (2013). The effect of the internet use on high school students: A case study of Pattani Province of Thailand. PSU-UMS International Conference On Humanities And Social Sciences, 241-256. https://doi.org/10.1016/j.sbspro.2013.08.422

11.   Ellore, S., Niranjan, S., & Brown III, U. (2014). The Influence of Internet usage on Academic performance and Face-to-Face communication. Journal Of Psychology And Behavioral Sciences, 2(2), 163-186. Retrieved 1 July 2020, from http://jpbsnet.com/journals/jpbs/Vol_2_No_2_June_2014/10.pdf.

12.   Emeka, U., &Nyeche, O. (2016). Impact of Internet usage on the Academic Performance of Undergraduate students: A case study of the University of Abuja, Nigeria. International Journal Of Scientific & Engineering Research, 7(10). Retrieved 18 June 2020, from https://www.ijser.org/researchpaper/Impact-of-Internet-Usage-on-the-Academic-Performance-of-Undergraduates-Students--A-case-study-of-the-University-of-Abuja--Nigeria.pdf.

13.   Galgo, G. (2015). The Perceived Effects of Internet Usage on Academic Achievement among Southeast Asian colleges Students. Catalyst, 12(2). Retrieved 3 June 2020, from.

14.   Jackson, L., Zhao, Y., Kolenic, A., Fitzgerald, H., Harold, R., & Eye, A. (2008). Race, gender, and Information Technology use : The new digital divide. Cyberpsychology & Behaviour, 11(4). https://doi.org/10.1089/cpb.2007.0157

15.   Kalra, R.K., &Manani, P. (2013). Effect of Social Networking Sites on Academic Achievement among Introverts and Extroverts. Asian Journal of Social Science & Humanities, 2(3), 401-406.

16.   Kemp, S. (2020). Digital 2020: India — DataReportal – Global Digital Insights. DataReportal – Global Digital Insights. Retrieved 12 June 2020, from https://datareportal.com/reports/digital-2020-india.

17.   Lahari D.K. (2014). Role of personality, educational background, and gender on usage of social networking sites (Doctoral Thesis), Pt. Ravi Shankar University, Raipur, India.

18.   Meena, P.S., Mittal, R.K., Solanki, R. K. (2014). Problematic use of Social Networking Sites among urban School going teenagers. Industrial Psychiatry Journal, 21(2), 94-97.

19.   Mir, S., &Paray, A. (2018). Internet Usage and Academic Performance: An Empirical Study of Secondary School Students in Kashmir. International Journal Of Computer Sciences And Engineering, 6(3). Retrieved 9 June 2020, from https://www.ijcseonline.org/spl_pub_paper/ICRIC-2018-031.pdf.

20.   Nazir, T. (2014). Use of Social networking sites by the secondary and higher secondary school students of Srinagar, Kashmir. International Journal Of Digital Library Services, 4(3), 231-241. Retrieved 1 June 2020, from http://www.ijodls.in/uploads/3/6/0/3/3603729/21434.pdf.

21.   Oluwafemi, O., Bibire, A., Mebu, V., Dung, P., &Aderibigbe, J. (2020). Conditional indirect effects of gender and School on Internet use for Academic activities and social-moral development among secondary School students in Nigeria. Cogent Social Sciences, 6(1). https://doi.org/https://doi.org/10.1080/23311886.2020.1748478

22.   Posso, A. (2016). Internet Usage and Educational outcomes Among 15 year-old Australian students. International Journal Of Communication, 10. Retrieved 2 June 2020, from https://ijoc.org/index.php/ijoc/article/view/5586/1742.

23.   Raj, M., Bhattacherjee, S., & Mukherjee, A. (2018). Usage of Online Social Networking Sites among School Students of Siliguri, West Bengal, India. Indian Journal of Psychological Medicine, 40(5), 452-457. https://doi.org/10.4103/IJPSYM.IJPSYM_70_18.

24.   Saini, N., Sangwan, G., Verma, M., Kohli, A., Kaur, M., & Lakshmi, P. (2020). Effect of Social Networking Sites on the Quality of Life of College Students: A Cross-Sectional Study from a City in North India. The Scientific World Journal. https://doi.org/10.1155/2020/8576023.

25.   Sharma, S., & Naik, A. (2020). Relationship of the Internet and Social Networking Sites with the Academic Achievement of School Students. Studies In Indian Place Names, 775-784. https://doi.org/10.13140/RG.2.2.35572.09609 ·

26.   Siddiqui, S., & Singh, T. (2016). Social Media its Impact with Positive and Negative Aspects. International Journal Of Computer Applications Technology And Research, 5(2), 71-75. Retrieved 12 June 2020, from https://www.ijcat.com/archives/volume5/issue2/ijcatr05021006.pdf.

27.   Singh, N., &Barmola, K. (2015). Internet Addiction, Mental Health and Academic Performance of School students/Adolescents. The International Journal Of Indian Psychology, 2(3). Retrieved 3 July 2020, from.

28.   Siraj, H., & Salam, A. (2015). Internet usage and academic performance: A study in a Malaysian Public University. International Medical Journal, 22(2), 83-86. Retrieved 4 July 2020, from https://www.researchgate.net/publication/275833912_Internet_Usage_and_Academic_Performance_A_Study_in_a_Malaysian_Public_University.

29.   Sivakumar, R. (2020). Effects of Social Media on Academic Performance of the Students. The Online Journal Of Distance Education And E-Learning, 8(2), 90-97. Retrieved 4 June 2020, from https://www.researchgate.net/publication/341270708_EFFECTS_OF_SOCIAL_MEDIA_ON_ACADEMIC_PERFORMANCE_OF_THE_STUDENTS.

30.   Teves-Pinilli, R., &Ridad, C. (2018). Social Networking and Academic Performance among Filipino Students. Prism, 23(1). Retrieved 7 March 2020, from http://www.norsuprism.com/index.php/norsuprism/article/view/278/101.

31.   Turel, Y., &Toraman, M. (2015). The Relationship between Internet Addiction and Academic Success of Secondary school students. Anthropologists, 20(1), 280-288. Retrieved 15 May 2020, from http://krepublishers.com/02-Journals/T-Anth/Anth-20-0-000-15-Web/Anth-20-1-000-15-Abst-PDF/T-ANTH-20-1,2-280-15-1442-Turel-Y-K/T-ANTH-20-1,2-280-15-1442-Turel-Y-K-Tx[30].pdf.

32.   Verma, A., Jha, M., Mitra, M. (2016). Digital Awareness and Internet Usage by School Students. Journal of Psychological Research, 11(2), 259-270.

33.   Yebowaah, F. (2018). Internet use and its effects on senior high school students in Wa municipality of Ghana. Library Philosophy and Practice. Retrieved 5 June 2020, from https://www.researchgate.net/publication/325413607_Internet_Use_and_its_Effect_on_Senior_High_School_Students_in_Wa_Municipality_of_Ghana.