Analysing Internet Use In Education English Language Essay

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The research question that will be answered in the following research paper will consist of finding the results to the extent the academic life of a student is affected due to internet use. The two main teenage uses of a computer are either for homework or social networking. The comparisons between averages are made for individual students based on the amount of time they spend on the internet for social and academic purposes. Various grade results are analyzed separately because as a student progresses into a higher level of education, their work load increases. Based on the surveys an accurate conclusion will be made to determine the effects of internet use on academic life.

Background:

The use of technology has drastically affected the common student's life. How the student chooses to use those resources results in either the hindering or developing of their academic life. One of the major technologies that has such an impact is internet. Students particularly in their teenage lives easily fall prey to distractions that can be provided in a wide variety through internet. Kubey (2001), states that heavily indulging in online recreation has been closely linked to impaired academic performance. He also further states about college students that searching information online about course materials helps boost intellectual development and facilitates preparation for future jobs. This shows that the time an individual spends on the internet does not close in their social abilities but rather enhances their knowledge about their fields of interest. This intern can allow them to surpass their expectations due to the vast amount of information available online.

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Figure 1: Reasons for internet use in a common home for 2005, 2007 and 2009

Figure 1: shows the percentage individuals of various age groups that spend time on each of the activities on the internet. Education, training and school work is increasing slowly over the 3 years. However, playing games has increased more than the education section over the years making a 3.4% increase in only a single year.

In the chart above, Statistic Canada shows the various reasons internet can be used. The members of the household were of diverse age groups so most of those reasons do not fit an average teen. However it can be concluded that even though 50.3% of the household uses internet for education and school work, all the other reasons are non-academic. Therefore, the use of internet for social interests is more common than its use for academic purposes. In addition, a recent Pew study shows that the web really is becoming a way of life for American teens. Here are some key statistics the study provides:

Half of American teens (12-17) are online content creators, meaning they've created their own blog or web pages or shared content like videos and photos online.

22% of teens maintain their own personal web page.

19% of online teens maintain a blog (as compared to 7% of online adults)

38% of online teens read blogs (as compared to 27% of online adults)

These figures show that the average teen is more indulged in the modern internet use compared to the adults. Teenagers have a tendency to get distracted easily and not be the best at prioritizing their time. They tend to go through many changes based on the build up of their academic responsibilities and their goals. Therefore, from the research presented, it can be assessed that teenagers tend to spend a huge fraction of their day on the internet and depending on the reasons; it can either negatively or positively affect their educational responsibilities.

Methodology:

After doing research about internet use in education, I wanted to test question myself to see if social networking or the use of internet for school purposes took over the average mark of a student. To find an answer, a survey was made and put in action. This survey was filled out by students from Iroquois Ridge High School; a hundred students filled it out which are around 25 students per grades. The questions asked in this survey were very simple so the students would have a better understanding. This survey consisted of first, the gender of each student so further analysis could be made, for example the tendency of which gender spends more time on internet for social reason. The main questions were, how much time a student spends on internet for social reasons, how much time a student spends on internet for school purposes and what is their average mark. Those questions were the most important ones because it consists of the data needed to answer in general my research question. By collecting all the data I was able evaluate and compare how much time students in each grade spend time on internet for school reason and for social reasons then compare it to their marks it was also important to know in which grade they are so I could find a relation. I marketed my survey through facebook, through email and through the school building by asking people to fill it out. After a hundred surveys I took my data from my spreadsheet on Gmail and pasted it on Excel to finally analyse it. Throughout those stages, research was done about the subject which also supported the results.

Results and Discussion:

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To study the subject of internet use in education, the raw data of each grade was plotted and tested for correlation. The next figure is a representation of the amount of hours spent on internet for school purposes and their average mark..

Figure 2 :

As you see in Figure 2, the correlation between the grade nine marks versus the amount spent on internet for school purposes has a fairly high correlation. This positive correlation is 0.6137, which shows that the greater the amount of time a grade 9 student spends on the internet for school work, the higher their average mark.

In the following Figure 2, the graph indicates a positive correlation which could be explained by the fact that there is a big jump from grade 8 to grade 9, meaning that there are more responsibility assigned to them. The students in grade nine are now exposed and forced to work and understand how to use internet for school purposes. There is also many more group project in grade nine which is one of the reason they even spend time on computers for school researches. This correlation of 0.6137 explains a high intensity to show the students that are not ready to use internet for school reasons and it also shows the extreme ones that are ready and already know a lot about the internet use for educational purposes.

To observe differences between correlations, other graphs were made; the following graph is concentrating on the amount of time a grade nine student spends on the internet for social reasons versus their average mark percentages.

Figure 3 :

In the following figure number 3, the graph shows a negative correlation between the percentage of grade 9 marks and the hours spent on internet for social reasons. The negative correlation explains the direction of the trend line pointing towards the left side. As you see there are two outliers that are causing the correlation to be very low number of 0.2748.

This correlation shown in the following graph in Figure 3 could be explained by the fact that grade nine student are put under a lot of social pressure. Grade nines have to make new friends and fit in to certain groups which would explain that the time spent on social sites online is much greater than the time spent on internet for school reasons. As you see in the graph below the highest point spends 6 hours on internet for social reason and the highest point for hours on internet for school purposes is only 4 hours. The amount of hours spent on social sites is rather great caused by the introduction of new social network website such as Facebook which helps kids enlarge their circle of friends.

To obtain a better correlation and better understanding of the data in general, the outlier are taken out so the correlation gets elevated. The following graph will show the social time spent and its influence on average marks without outliers.

Figure 4 :

In the following graph in Figure 4 the correlation makes a lot more sense without outlier. The correlation is of 0.4473 which is much higher and can now apply to many more students. The trend line is still has a negative slope therefore it is still a negative correlation.

As you can see in Figure 4, the outliers were taken out of Figure3 to bring the correlation higher. The two point that brought the correlation lower are now taken out to show that it might have been just a small amount or even just 1 student that was not spending a lot of time on social network but this student might be one of the few who are spending their social hours on the internet working on extra-curriculars

The next few graphs will introduce the grade 10 students, how social use of internet can affect their marks and also how much time they spend on internet for school purposes. The next graphs will represent internet use for school purposes versus their average marks.

Figure 5:

In Figure 5 the grade 10 graph shows around the same maximal and just about the same minimal time spent on internet for school reason as the grade nines. The correlation given above is a positive number of 0.4972 which shows that it is positively correlated.

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The time spent on internet for school purposes, is around the same but it affects the marks more because by now the students should all have known how to properly research on the internet for school which means they do not necessarily have to spend as much time on internet for school purposes.

In the following graph, grade ten's internet social use will be shown in hours and will be compared to their average marks so a relation can be made.

Figure 6 :

In the graph above the correlation shown is not very high. In general the more hours spent on internet for social reason brings their mark percentage lower. For the grade 10, there are many outliers which bring the correlation down and less stable due to exceptions. Many students that have better averages seem to spend less time on internet for social reason, as you see the furthest points away from the trend line, have tendency to lower the correlation.

Grade 10 is a year with more excitement; everyone is settled down into groups. The grade 10 students start to look for jobs and work part time, which could explain why there are less social hours compare to grade 9. The time spent on internet for social reason does not necessarily affect each student's marks as shown in Figure 6 some students only spend an hour or two on social networking but yet their marks are still very low. This result could be explained by the fact that they spend more time doing other things such as watching television, playing outside, hanging out with friends, working. Another option that could either raise or lower the time spent on internet is that around that time, student's start to get their G1 license. Grade 10 students are studying to pass their G1 which could bring the students to spend more time on internet doing quizzes or even lower the time spent on networking because the student take G1 seriously. Also this means that students can start to transport themselves which makes it easier to be busy with variety of activities outside of the internet.

In the next graph, the average marks of grade 11 students are correlated with the amount of hours spent on the internet for school purposes.

Figure 7:

Figure 7 shows a positive correlation of 0.4439. The averages are all 65% and above with the maximum hours spent on the internet for school hours to be 3 and a minimum of 0 hours.

The correlation of 0.4439 represented in Figure 7 shows a mediocre representation of the statement that hours spent on internet for school purposes is a good representation of a student's average mark. In grade 11, students start to receive more choice in terms of the courses they select and not all courses are heavily research based. Also, students start to stress about the possibility of them going to university in 2 years so they concentrate on their courses more and try to avoid the possibility of all distractions. Students start to focus and improve their grades because they know that grade 11 marks are also considered by Canadian universities.

The next chart correlates grade 11 average marks with time spent on the internet for social reasons.

Figure 8:

Figure 8 demonstrates a positive correlation of 0.4385. The maximum amount of hours spent for social purposes is 3 and the lowest is 0. The lowest average is a 65% and the highest is 95%.

With a correlation of 0.4385, Figure 8 is also a mediocre example of internet use for social reasons negatively affecting grades. As mentioned earlier, this is because students are taking their academics more seriously because compared to grade 9 and 10 hours (which had maximum hours spent on the internet for social reasons of up to 6 hours) time spent on internet for social reasons, grade 11 is half as much as the earlier grades. More students at this age also drive and have made a comfortable group of friends that they can spend time with and enjoy activities outside of home. This also becomes a part of the average teenager's life and important to their social development by physically engaging in activities that can keep them occupied.

In the graph below, the grade twelve's marks are shown and compared to the time spent on internet for school reasons.

Figure 9:

In this Figure 9 the correlation is very high and positive. As seen in Figure 9 the more each grade 12 spends on internet purposes, the stronger their mark percentage. This correlation shows that 50% of the students that spends more time on internet for school purposes obtains higher or better marks

In grade 12, there are more research project are assigned and the best resource is internet. There is less textbook use and more website use for individual teachers is encouraged since Iroquois Ridge High School is an eco friendly school. For grade 12 students it is also their final chance to get into the program they want to which would explain the effort and the time spent on internet for school purposes. Also everyone does at least more than the minimum so they can at least graduate.

The next graph will be showing the grade12 and how the social time spent on internet can also influence their mark positively

Figure 10:

In Figure 10 the correlation is 0.2817 which is in fact very low. The information shown on this graph is very scattered and has a low relation with one another, due to the weak correlation the outliers were taken out, please view Figure 11. In Figure 10, the hours spent on internet for social reason doesn't seem to affect the grade twelve's marks. However it is shown that the grade 12 doesn't spend as many hours on internet for social reasons as any other grades. The graph shows that in grade twelve the maximum hour spent for networking is 3 hours which is less vast than the grade 10 or even grade 9.

Figure 11 :

In Figure 11, the outliers were taken out to find a stronger correlation. By taking those few students whom spent a lot of time on social networking without even minimally affecting their percentage marks or vice versa, the correlation became stronger from 14%, it went from 0.2817 to 0.4255. Although the correlation stayed negative as you see in the graph above.

The reason why the social hours spent on internet are not necessarily affecting the grade 12 student's mark is for the reason that the grade 12 student's do not waste their time on social networking, they use their time affectively and they do not seem to abuse it. As you see in Figure 10 the longest a student has been on social networking is 3 hours , and when the outliers are taken away just like in Figure 11, the longest time spent on internet for social hours is 2.Which is obviously less than any other grades. Another explanation why the grade 12 students' marks do not seem to be affected is because social networking is also use for school reasons since they are building their supplementary application for universities for which they are expected to be involved in extra-curriculars. Therefore the student uses social network like Facebook, Twitter to advertise their events. These certain students are also very high achievers and concentrate on their grades which clearly explain the low correlations.

Future work:

Due to the fact that everyone is different from one another, the correlation had a few outliers. Thankfully I was able to demonstrate graphs without outlier and explain what the correlation would be in general. It is very unfortunate that I did not have enough time to expand my survey and make it more precise. If I could have the whole school to fill out my survey, my correlation might be even stronger. If I did not have limitations I would have brought other high schools and even grade 8students to fill out my survey. This opportunity would have helped in finding relations between grades and also could have shown a transition into high school, making the research more interesting. It is also fascinating to know if other schools have close data or if it is completely different from Iroquois Ridge High School. Another method that could have been useful is making phone calls to students' parents to see the variation between results because students are not always honest. This would eliminate any bias from the students' perspective because there will be another source to validate the information received. Therefore these methods could be referred in the future which could be constructive and eliminate the limitations to better test and answer the research question.

Conclusion:

Figure 1 show all the correlation of hours spent on internet for social or school

purposes. This correlation is shown from grade 9 to grade 12 with outlier.

Figure 12

Grade 9 (hours spent on internet for school purposes Vs percentage of marks)

The correlation is:

0.6137

Grade 9(hours spent on internet for social reasons Vs percentage of marks)

The correlation is :

0.2748

Grade 10 (hours spent on internet for school purposes Vs percentage of marks)

The correlation is:

0.4972

Grade 10 ( hours spent on internet for social reasons Vs percentage of marks)

The correlation is :

0.3412

Grade 11 (hours spent on internet for school purposes Vs percentage of marks)

The correlation is:

0.4439

Grade 11 (hours spent on internet for social reasons Vs percentage of marks)

The correlation is:

0.4385

Grade 12 (hours spent on internet for school purposes Vs percentage of marks)

The correlation is:

0.5085

Grade 12 (hours spent on internet for social reasons Vs percentage marks)

The correlation is:

0.2817

Grade 9 (hours spent on internet for social reasons Vs percentage of marks)

The correlation without outliers:

0.4473

Grade 12( hours spent on internet for social reasons Vs percentage of marks)

The correlation without outliers:

0.4255

Figure 13

In conclusion this report studies an important research question, that consist of finding out if internet use socially hinders the average marks of the student and also if internet use for school purposes helps in the average marks of a student. To obtain a certain answer, important data was analysed and compared, each grade had to compare their average marks with the time they spend on each social and school purposes. After the analysis, the report was concluding with correct answers. The students in general are in fact affected by the amount they spend on internet but as the student progresses further into their academic career, they tend to become more responsible, mature, careful which helps them to then spend their time wisely on internet.