EDUA630 - Research Project

Impacts of Internet on Student Motivation for

Learning at Secondary Level in District Rahim
Yar Khan.

By
Maham Urooj
BC220405946

Supervisor
Mam Sehar Rashid

DEPARTMENT OF Education
FACALUTY OF Education
VIRTUAL UNIVERSITY OF PAKISTAN
LAHORE, PAKISTAN
2023-24
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TABLE OF CONTENT
ACKNOWLEDGEMENTS.......................................................................................................6
Introduction.......................................................................................................................7
1.1 Statement of the Problem........................................................................................8
1.2 Research Objectives..................................................................................................8
1.3 Research Questions..................................................................................................9
Review of Related Literature............................................................................................10
2.1 Introduction...........................................................................................................10
2.2 The Influence of Internet Usage on Motivation among Saudi University Students.11
2.3 Leveraging Internet Usage for Academic Success: Recommendations from Al-
Qahtani's (2018) Study on Saudi University Students.........................................................12
2.4 The Impact of Social Media Use on Academic Performance among University
Students: A Pilot Study.......................................................................................................14
2.5 Factors Affecting Academic Performance: Exploring the Role of Social Media Use
among University Students.................................................................................................14
2.6 Addressing the Influence of Social Media on Academic Performance: Implications
for University Students.......................................................................................................16
2.7 Development and Validation of the Facebook Addiction Scale...............................17
2.8 Measuring Facebook Addiction: The Psychometric Properties of the Facebook
Addiction Scale...................................................................................................................19
2.9 Understanding Facebook Addiction: Insights from the Facebook Addiction Scale
Study 21
2.10 Internet Usage Habits and Academic Performance of High School Student...........22
2.11 The Relationship Between Internet Usage Habits and Motivation Levels of High
School Students..................................................................................................................23
2.12 Exploring Internet Usage Habits and Academic Performance in High School
Students: Findings from Baturay and Baydas (2016)..........................................................25
2.13 The Impact of Internet Use on Student Motivation in Mathematics......................25
2.14 Enhancing Student Self-Regulation in Mathematics through Internet Use.............27
2.15 Leveraging Internet Resources for Mathematics Instruction..................................28
2.16 Motivations for Student Use of Facebook: Insights from Online Social Networks. .28
2.17 Social Networking Behaviors of Students on Facebook: Exploring Usage Patterns.31
2.18 Implications of Facebook Usage for Students: Educational and Social Perspectives
33
2.19 Motivational Level of Students towards Internet Use: A Comparative Analysis.....33
2.20 Gender Differences in the Motivational Level of Students towards Internet Use...36
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2.21 Exploring the Influence of Internet Access and Academic Achievement on Students'
Motivation towards Internet Use.......................................................................................38
2.22 The Role of the Web as a Source of Information in K-12 Education: Exploring
Students' Search Strategies and Successful Search Outcomes...........................................39
2.23 Search Strategies and Information Seeking Behaviors of Students in K-12
Education: Insights from a Study on Web-based Information Retrieval.............................42
2.24 Enhancing Web Literacy Skills in K-12 Education: Implications from a Study on
Students' Search Strategies and Successful Search Outcomes...........................................42
2.25 The Impact of Mobile Internet Addiction on Academic Performance among
Chinese High School Students: A Moderated Mediation Model.........................................43
2.26 The Relationship between Mobile Internet Addiction and Self-Control among
Chinese High School Students: A Moderated Mediation Model.........................................43
2.27 Understanding the Mechanisms Linking Mobile Internet Addiction, Self-Control,
and Academic Performance among Chinese High School Students....................................46
2.28 Understanding Motivation in Education: Insights from "Motivation in Education:
Theory, Research, and Applications....................................................................................46
2.29 Theoretical Foundations of Motivation in Education: An Overview of Pintrich and
Schunk's (2016) Perspectives..............................................................................................47
2.30 Applying Motivation Research in Education: Practical Strategies and
Recommendations from Pintrich and Schunk (2016)..........................................................47
Methodology...................................................................................................................50
3.2 Research Design......................................................................................................50
3.3 Research Method....................................................................................................50
3.4 Population...............................................................................................................51
3.5 Sampling Technique................................................................................................51
3.6 Sample Size.............................................................................................................51
3.7 Instrumentation—Instruments/Tools Used for Data Collection.............................51
3.8 Validity and Reliability of the Tools/Questionnaires...............................................52
3.9 Time Frame.............................................................................................................52
Data Analysis and Interpretation......................................................................................54
4.1 Data Collection.......................................................................................................54
4.2 Statistical Analysis...................................................................................................54
4.3 Descriptive Statistical for Demographic Variables...................................................54
4.4 Descriptive Statistical for Statements.....................................................................58
4.5 Inferential Statistics for Demographic Variables.....................................................73
Summary, Findings, Discussion, Conclusion and Recommendation...................................77
5.1 Summary................................................................................................................77
5.2 Findings...................................................................................................................79
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5.3 Discussion...............................................................................................................83
5.4 Conclusion...............................................................................................................84
5.5 Recommendation....................................................................................................85
References..........................................................................................................................87
Questionnaire.....................................................................................................................88
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ACKNOWLEDGEMENTS
To the exclusion of everything else, special thanks to Allah, the Almighty, for His

showers of blessings all through our project work to finish effectively.

I might want to express our profound and earnest appreciation to our research

supervisor, Mam Sehar Rashid for giving the chance to do project and providing

significant direction all through this project. Her dynamism, vision, truthfulness and

inspiration have profoundly motivated us. Her professional guidance, valuable

support and useful recommendations make us capable to complete this project.

The fulfillment of this project couldn't have been accomplished without the

help and sincere guidance of my supervisor. I arranged few sessions with her for

solving all types of hurdles and problems in this research project. Thanks to my

supervisor for guiding me and giving me quickly response whenever I felt problems

in my project. Finally, I must express our exceptionally significant thanks to our

parents for providing us unfailing support and continuous encouragement all through

my work. This achievement would not have been conceivable without them.

Last but not least, we are very much thankful to “Virtual University of

Pakistan” for providing us a good opportunity and quality of education.

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Chapter 1
Introduction
The advent of the internet has revolutionized various aspects of modern life, including

education. It has significantly transformed the way students access information,

communicate, and engage with learning materials. At the secondary level in District

Rahim Yar Khan, the internet has become increasingly prevalent, allowing students to

explore a vast array of online resources and platforms. However, the impact of the

internet on student motivation and learning environments in this context remains

relatively unexplored. Therefore, this study aims to investigate the Impacts of internet

usage on student motivation and the learning environment in secondary schools in

District Rahim Yar Khan, shedding light on the potential benefits and challenges

associated with this technological advancement.

1.1 Statement of the Problem

This study examines the impacts of the internet on students' motivation and

learning environments at the secondary level in District Rahim Yar Khan. It aims to

understand how internet usage impacts students' motivation levels and the overall

learning atmosphere. The study also explores the challenges and limitations faced by

students in accessing and utilizing the internet for educational purposes in the district.

Being a teacher in secondary school in district Rahim Yar Khan, the widespread

availability and use of the internet have had a significant impact on students'

motivation and learning environments at the secondary level in District Rahim Yar

Khan. However, the specific impacts of the internet on student motivation and the

learning environment in this context remain underexplored. Therefore, this study aims
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to investigate the impacts of the internet on student motivation and learning

environments in District Rahim Yar Khan.

1.2 Research Objectives

1. To examine the influence of internet usage on student motivation at the secondary

level in District Rahim Yar Khan.

2. To assess the impact of the internet on the learning environment in secondary

schools in District Rahim Yar Khan.

3. To identify the factors that contribute to the positive or negative impacts of the

internet on student motivation and learning environments at the secondary level in

District Rahim Yar Khan.

4. To identify the specific ways in which internet resources and tools are utilized by

students to enhance their learning motivation at the secondary level in District

Rahim Yar Khan.

5. To examine the challenges and potential drawbacks associated with internet usage

in terms of student motivation for learning in secondary schools in District Rahim

Yar Khan.

1.3 Research Questions

1. How does internet usage affect student motivation at the secondary level in

District Rahim Yar Khan?

2. What is the impact of the internet on the learning environment in secondary

schools in District Rahim Yar Khan?

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3. What are the factors that contribute to the positive or negative impacts of the

internet on student motivation and learning environments at the secondary level in

District Rahim Yar Khan?

4. What specific internet resources and tools do secondary level students in District

Rahim Yar Khan utilize to enhance their learning motivation?

5. What are the challenges and potential drawbacks of internet usage in terms of

student motivation for learning in secondary schools in District Rahim Yar Khan?

********************************
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Chapter 2

Review of Related Literature

2.1 Introduction

Al-Qahtani (2018) conducted a study to examine the impact of internet usage on the

academic achievement of Saudi university students. The research aimed to explore

how the use of the internet, including online resources, educational websites, and

social media platforms, influenced students' academic performance. The study found

a significant positive correlation between internet usage and academic achievement,

indicating that students who utilized the internet for educational purposes

demonstrated higher levels of academic success (Al-Qahtani, 2018). These findings

highlight the potential benefits of incorporating internet resources into the learning

process for Saudi university students.

In the study conducted by Al-Qahtani (2018), the researcher focused on investigating

the impact of internet usage on the academic achievement of Saudi university

students. The main objective was to understand how the use of the internet, including

various online resources such as educational websites and social media platforms,

influenced students' academic performance.

To achieve this objective, the researcher examined the relationship between internet

usage and academic achievement among Saudi university students. The study

collected data on students' internet usage patterns and their academic performance. It

specifically looked at how students utilized the internet for educational purposes,
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including accessing online resources, interacting with educational websites, and

utilizing social media platforms for educational content.

The findings of the study revealed a significant positive correlation between internet

usage and academic achievement among Saudi university students. This means that

students who actively utilized the internet for educational purposes demonstrated

higher levels of academic success. The study suggested that incorporating internet

resources into the learning process can have potential benefits for students, as it

provides them with access to a wide range of educational materials and facilitates

interactive and collaborative learning experiences.

The research findings highlight the importance of integrating internet resources into

educational practices, particularly for Saudi university students. By utilizing online

platforms, educational websites, and social media, students can enhance their learning

experience, access relevant information, and engage in interactive learning activities.

These findings encourage educators and policymakers to explore ways to effectively

incorporate internet resources into the educational system to support students'

academic achievement and foster a more engaging and dynamic learning

environment.

2.2 The Influence of Internet Usage on Motivation among Saudi

University Students

In his research, Al-Qahtani (2018) investigated the influence of internet usage on the

motivation levels of Saudi university students. The study aimed to explore whether

the utilization of the internet for academic purposes positively impacted students'
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motivation to learn. The findings revealed a significant positive relationship between

internet usage and student motivation, indicating that students who actively engaged

with online resources and educational platforms displayed higher levels of motivation

in their studies (Al-Qahtani, 2018). These insights emphasize the potential role of the

internet in enhancing students' motivation to learn and succeed academically.

2.3 Leveraging Internet Usage for Academic Success:

Recommendations from Al-Qahtani's (2018) Study on Saudi

University Students

Based on his study, Al-Qahtani (2018) provided recommendations for leveraging

internet usage to promote academic success among Saudi university students. The

research highlighted the importance of integrating internet resources into the

educational environment, facilitating access to reliable online materials, and fostering

a supportive online learning community. These recommendations aim to enhance

students' academic achievement and motivation by effectively utilizing the internet as

a valuable educational tool (Al-Qahtani, 2018). Implementing these suggestions can

contribute to creating a conducive learning environment that maximizes the benefits

of internet usage for Saudi university students.

Based on the study conducted by Al-Qahtani (2018), several recommendations were

proposed to leverage internet usage and promote academic success among Saudi

university students. These recommendations aim to enhance students' learning

experiences and motivation by effectively utilizing the internet as a valuable

educational tool.
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1. Integration of Internet Resources: Educational institutions should incorporate

internet resources into the curriculum to provide students with access to a wide range

of online materials. This integration can include incorporating educational websites,

online libraries, and digital learning platforms to supplement traditional teaching

methods.

2. Facilitating Access to Reliable Online Materials: Educators and institutions should

ensure that students have access to reliable and reputable online resources. This can

involve providing guidance on identifying credible sources, recommending reputable

websites, and curating a list of reliable online materials related to the curriculum.

3. Creating a Supportive Online Learning Community: It is important to foster a

supportive online learning environment that encourages collaboration and interaction

among students. This can be achieved by using social media platforms or online

discussion forums where students can engage in academic discussions, share

resources, and seek help from peers.

4. Providing Training and Digital Literacy Skills: Institutions should provide training

and support to students to develop digital literacy skills. This can involve workshops

or courses on internet research skills, effective use of online tools, critical evaluation

of online information, and responsible online behavior.

5. Monitoring and Guidance: Teachers and educators should monitor students' internet

usage and provide guidance on using online resources effectively and responsibly.
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This includes teaching students how to manage their time online, avoid distractions,

and maintain a balance between online activities and academic commitments.

By implementing these recommendations, educational institutions can harness the

potential of internet usage to enhance students' academic achievement and motivation.

The integration of internet resources, access to reliable materials, fostering a

supportive online community, and providing training and guidance can create a

conducive learning environment that maximizes the benefits of internet usage for

Saudi university students.

2.4 The Impact of Social Media Use on Academic Performance

among University Students: A Pilot Study

Al-rahmi, Alias, Othman, and Samsudin (2017) conducted a pilot study to investigate

the influence of social media use on the academic performance of university students.

The research aimed to understand the relationship between social media engagement

and students' educational outcomes. The study found that excessive use of social

media platforms negatively affected students' academic performance, leading to

decreased focus, increased distractions, and reduced study time (Al-rahmi et al.,

2017). These findings highlight the potential impact of social media use on students'

ability to effectively engage in their academic pursuits.

2.5 Factors Affecting Academic Performance: Exploring the Role

of Social Media Use among University Students

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In their study, Al-rahmi et al. (2017) examined the factors influencing academic

performance among university students, with a specific focus on the role of social

media use. The researchers explored the relationship between students' social media

habits and their academic achievements. The study revealed that excessive use of

social media platforms, such as Facebook and Instagram, was associated with lower

grades, reduced study time, and increased procrastination (Al-rahmi et al., 2017).

These findings emphasize the need for a better understanding of the impact of social

media on students' academic performance and the development of strategies to

mitigate potential negative Impacts.

In their study, Al-rahmi et al. (2017) investigated the influence of social media use on

the academic performance of university students. The research focused on

understanding the relationship between students' social media habits and their

achievements in academics. The study found compelling evidence linking excessive

use of social media platforms, such as Facebook and Instagram, with negative impacts

on students' academic performance.

One of the key findings of the study was that students who spent excessive time on

social media platforms had lower grades compared to those who spent less time. This

suggests that the excessive use of social media can detract from the time and effort

that students allocate to their studies, leading to reduced study time and ultimately

affecting their academic achievements.

Additionally, the study highlighted that social media use was associated with

increased procrastination among students. The constant availability of social media

platforms and the allure of engaging content can easily distract students from focusing
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on their academic tasks and lead to delays in completing assignments or studying for

exams.

These findings underscore the importance of understanding the potential negative

Impacts of social media on students' academic performance. While social media can

offer benefits such as connectivity and information sharing, it is crucial for students to

strike a balance between their social media activities and academic responsibilities.

The study emphasizes the need for educators, institutions, and students themselves to

be aware of the potential distractions and time-wasting tendencies associated with

excessive social media use. Developing strategies to manage social media use, such as

setting specific time limits, implementing digital well-being practices, and promoting

self-discipline, can help mitigate the negative impact on academic performance.

Overall, the findings of Al-rahmi et al.'s (2017) study highlight the importance of

responsible social media usage among university students. By recognizing the

potential detriments and implementing strategies to manage social media use, students

can optimize their academic performance and strike a balance between their online

activities and their studies.

2.6 Addressing the Influence of Social Media on Academic

Performance: Implications for University Students

Al-rahmi, Alias, Othman, and Samsudin (2017) examined the implications of social

media use for academic performance among university students. The study

emphasized the need for students to strike a balance between social media
 16

engagement and their academic responsibilities. The researchers suggested the

implementation of awareness programs and interventions to educate students about

the potential distractions and negative Impacts of excessive social media use (Al-

rahmi et al., 2017). These findings underscore the importance of promoting

responsible social media use and developing effective time management strategies

among university students to optimize their academic performance.

2.7 Development and Validation of the Facebook Addiction Scale

In their study, Andreassen, Torsheim, Brunborg, and Pallesen (2012) aimed to

develop and validate a scale to measure Facebook addiction. The researchers

recognized the increasing prevalence of excessive Facebook use and sought to

provide a reliable and valid tool for assessing this phenomenon. Through rigorous

research methodology, including item generation, pilot testing, and statistical analysis,

the Facebook Addiction Scale (FAS) was developed (Andreassen et al., 2012). This

scale has since been widely used in research to measure and understand the addictive

behaviors associated with Facebook use.

In their study, Andreassen, Torsheim, Brunborg, and Pallesen (2012) focused on

developing a scale to measure Facebook addiction, recognizing the growing concern

surrounding excessive Facebook use and its potential addictive nature. The

researchers aimed to provide a reliable and valid tool that could assess the extent of

Facebook addiction among individuals.

The study involved several stages to develop the Facebook Addiction Scale (FAS).

Initially, a pool of items was generated based on previous research and theoretical
 17

frameworks related to addiction and problematic Internet use. These items were then

refined through expert reviews and pilot testing with a sample of Facebook users.

Next, a large sample of participants completed the FAS along with other measures of

Facebook use, psychological well-being, and addiction-related variables. The data

obtained were subjected to rigorous statistical analysis, including factor analysis and

reliability testing, to identify the most psychometrically sound items for the final

scale.

The resulting Facebook Addiction Scale (FAS) consisted of six items that assessed

different aspects of addictive behaviors associated with Facebook use. These items

measured aspects such as salience (the importance of Facebook in the person's life),

excessive use, withdrawal, conflict, relapse, and problems in daily life due to

Facebook use. Participants were asked to rate their agreement with each item on a

Likert scale.

The FAS has since been widely used in research to examine Facebook addiction and

its correlates. It provides a standardized and validated measure that allows researchers

to assess the degree of Facebook addiction among individuals and understand its

impact on various aspects of their lives.

The development of the FAS by Andreassen et al. (2012) contributes to the growing

body of literature on problematic Internet use and highlights the need to understand

the potential addictive behaviors associated with specific online platforms such as

Facebook. By providing a reliable measurement tool, the FAS facilitates further

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research into Facebook addiction and enables interventions and strategies to address

excessive and problematic Facebook use.

2.8 Measuring Facebook Addiction: The Psychometric Properties

of the Facebook Addiction Scale

Andreassen et al. (2012) investigated the psychometric properties of the Facebook

Addiction Scale (FAS) in their study. The researchers aimed to assess the reliability

and validity of the scale to ensure its usefulness in measuring addictive behaviors

related to Facebook use. The study involved a large sample and utilized various

statistical analyses, including exploratory factor analysis, confirmatory factor

analysis, and correlation analysis (Andreassen et al., 2012). The findings indicated

that the FAS demonstrated good reliability and validity, making it a robust tool for

assessing Facebook addiction.

In their study, Andreassen et al. (2012) conducted a comprehensive investigation into

the psychometric properties of the Facebook Addiction Scale (FAS) to assess its

reliability and validity as a measure of addictive behaviors associated with Facebook

use. The researchers aimed to determine whether the scale was a reliable and valid

tool for measuring Facebook addiction.

To evaluate the psychometric properties of the FAS, a large sample of participants

completed the scale along with other measures related to Facebook use and

psychological well-being. The data collected were subjected to rigorous statistical

analyses to assess the scale's reliability and validity.

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Exploratory factor analysis was conducted to explore the underlying factor structure

of the FAS items. This analysis helps identify the underlying dimensions or factors

that the scale measures. Confirmatory factor analysis was then employed to verify and

confirm the factor structure obtained from the exploratory factor analysis. This

analysis assesses how well the observed data fit the proposed factor structure of the

scale.

Additionally, the researchers examined the reliability of the FAS by assessing internal

consistency using measures such as Cronbach's alpha. Internal consistency evaluates

how closely the items within a scale measure the same construct.

Furthermore, correlation analysis was performed to examine the relationships between

the FAS scores and other variables related to Facebook use and psychological well-

being. This analysis helps determine whether the FAS scores align with expected

patterns of associations with other relevant measures.

The findings of Andreassen et al. (2012) demonstrated that the Facebook Addiction

Scale (FAS) exhibited good reliability and validity. The exploratory and confirmatory

factor analyses supported the proposed factor structure of the scale, indicating that the

items measured the intended construct of Facebook addiction. The FAS also

demonstrated satisfactory internal consistency, indicating that the items within the

scale were measuring the same underlying construct consistently.

Overall, the psychometric evaluation of the FAS indicated that it is a reliable and

valid measure for assessing addictive behaviors associated with Facebook use. These
 20

findings provide researchers with confidence in utilizing the FAS to measure

Facebook addiction and contribute to the understanding of problematic Facebook use

and its impact on individuals' well-being.

2.9 Understanding Facebook Addiction: Insights from the

Facebook Addiction Scale Study

The study conducted by Andreassen et al. (2012) sheds light on the concept of

Facebook addiction and provides valuable insights into its prevalence and

characteristics. By developing and validating the Facebook Addiction Scale (FAS),

the researchers contributed to the understanding of addictive behaviors associated

with excessive Facebook use. The study highlighted the addictive nature of Facebook,

identified risk factors, and emphasized the importance of recognizing and addressing

problematic behaviors related to this social media platform (Andreassen et al., 2012).

These insights have implications for individuals, researchers, and policymakers in

managing and addressing Facebook addiction.

Absolutely! The study conducted by Andreassen et al. (2012) indeed provides

valuable insights into the concept of Facebook addiction and its implications. By

developing and validating the Facebook Addiction Scale (FAS), the researchers not

only contributed to the field of addiction research but also shed light on the addictive

nature of excessive Facebook use.

The findings of the study highlight the prevalence of Facebook addiction and its

impact on individuals' well-being. The research emphasizes the need to recognize and

address problematic behaviors associated with Facebook use, as excessive

engagement with the platform can lead to negative consequences such as reduced
 21

psychological well-being, impaired social relationships, and decreased academic or

occupational functioning.

Furthermore, the study's identification of risk factors associated with Facebook

addiction, as measured by the FAS, provides valuable insights into understanding the

characteristics and patterns of individuals who are more likely to develop addictive

behaviors related to Facebook use. This knowledge can help researchers, clinicians,

and educators identify individuals at risk and develop appropriate interventions or

preventive strategies.

The study also has implications for policymakers and social media platforms.

Recognizing the addictive nature of Facebook and similar platforms, policymakers

can implement measures to promote responsible and healthy internet use, ensuring the

well-being of individuals, particularly vulnerable populations such as adolescents and

young adults.

Overall, the research conducted by Andreassen et al. (2012) contributes to the

growing body of literature on internet addiction and provides a foundation for further

exploration of problematic Facebook use. By increasing awareness and understanding

of Facebook addiction, this study facilitates the development of interventions,

guidelines, and policies to manage and mitigate its potential negative consequences,

promoting healthier and more balanced engagement with social media platforms.
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2.10 Internet Usage Habits and Academic Performance of High

School Student

Baturay and Baydas (2016) conducted a study examining the internet usage habits of

high school students and their relationship with academic performance. The research

aimed to explore how students' online activities and habits impacted their academic

achievements. The study found that excessive internet usage, particularly engaging in

non-academic activities such as social networking and online gaming, had a negative

correlation with academic performance (Baturay & Baydas, 2016). These findings

highlight the importance of understanding students' internet usage patterns to develop

strategies for promoting responsible and productive online behavior.

2.11 The Relationship Between Internet Usage Habits and

Motivation Levels of High School Students

Baturay and Baydas (2016) conducted a study investigating the relationship between

internet usage habits and motivation levels among high school students. The

researchers aimed to understand how students' online activities affected their

motivation for academic pursuits. The study revealed that excessive internet use,

particularly for non-academic purposes, was associated with decreased motivation

levels among students (Baturay & Baydas, 2016). These findings highlight the need

for promoting a balanced approach to internet use and encouraging students to engage

in online activities that support their academic goals and enhance their motivation.

The study conducted by Baturay and Baydas (2016) provides important insights into

the relationship between internet usage habits and motivation levels among high

school students. By examining how students' online activities impact their motivation
 23

for academic pursuits, the researchers shed light on the potential consequences of

excessive internet use on students' motivation.

The findings of the study indicate that excessive internet use, particularly for non-

academic purposes, is associated with decreased motivation levels among high school

students. This suggests that when students spend excessive time engaging in non-

academic online activities, such as social media, gaming, or browsing unrelated

websites, their motivation for academic pursuits may suffer.

These findings have significant implications for educators, parents, and policymakers.

It highlights the importance of promoting a balanced approach to internet use and

encouraging students to engage in online activities that align with their academic

goals and enhance their motivation. Educators can integrate technology into their

teaching strategies in a way that fosters academic motivation, such as utilizing

educational websites, online learning platforms, and interactive digital resources.

Parents and guardians can play a role in monitoring and guiding their children's

internet use to ensure it supports their academic endeavors.

Furthermore, the study emphasizes the need for digital literacy and responsible

internet use education. Students should be educated about the potential impact of

excessive internet use on their motivation and academic performance. They can be

encouraged to develop self-regulation skills to manage their online activities

effectively and prioritize academic goals.

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In conclusion, the research conducted by Baturay and Baydas (2016) provides

valuable insights into the relationship between internet usage habits and motivation

levels among high school students. By recognizing the potential negative Impacts of

excessive internet use on students' motivation, educators, parents, and policymakers

can work together to promote a balanced approach to internet use and encourage

online activities that support academic motivation and success.

2.12 Exploring Internet Usage Habits and Academic Performance

in High School Students: Findings from Baturay and Baydas (2016)

Baturay and Baydas (2016) conducted a study to explore the internet usage habits of

high school students and their impact on academic performance. The research aimed

to provide insights into the relationship between students' online activities and their

educational outcomes. The study found that excessive internet use, particularly

engaging in non-academic activities, was associated with lower academic

performance among students (Baturay & Baydas, 2016). These findings underscore

the importance of promoting responsible internet use and developing strategies to help

students effectively manage their online activities while prioritizing their academic

responsibilities.

2.13 The Impact of Internet Use on Student Motivation in

Mathematics

Buczek and Wojciechowski (2019) conducted a study examining the impact of

internet use on student motivation in the context of mathematics education. The

research aimed to investigate how internet resources and tools influenced students'
 25

motivation levels when learning mathematics. The study found that the utilization of

the internet enhanced student motivation by providing access to a wide range of

interactive and engaging learning materials, facilitating collaborative learning

opportunities, and promoting student autonomy and self-regulation in mathematics

(Buczek & Wojciechowski, 2019). These findings highlight the positive Impacts of

internet use on student motivation in the mathematics classroom.

The study conducted by Buczek and Wojciechowski (2019) provides insights into the

impact of internet use on student motivation in the context of mathematics education.

The researchers aimed to investigate how internet resources and tools influenced

students' motivation levels when learning mathematics.

The findings of the study indicate that the utilization of the internet positively

impacted student motivation in the field of mathematics. The internet provided

students with access to a wide range of interactive and engaging learning materials,

which enhanced their motivation to learn. These online resources offered

opportunities for students to explore mathematical concepts in a dynamic and visual

manner, making the learning process more enjoyable and stimulating.

Additionally, the internet facilitated collaborative learning opportunities, allowing

students to engage in discussions, exchange ideas, and solve problems together.

Collaborative learning not only fostered a sense of community and support among

students but also motivated them to actively participate and contribute to the learning

process.
 26

Moreover, the study highlighted that the internet promoted student autonomy and self-

regulation in mathematics. Through online platforms and tools, students could take

ownership of their learning, set goals, and monitor their progress. This sense of

autonomy and control over their learning journey positively influenced their

motivation levels and commitment to mastering mathematical concepts.

These findings have important implications for mathematics educators. They

demonstrate the potential of internet resources and tools to enhance student

motivation in the mathematics classroom. By incorporating online materials,

interactive activities, and collaborative learning opportunities, educators can create a

stimulating and engaging learning environment that promotes student motivation and

active participation.

Furthermore, the study suggests that educators should guide students in developing

digital literacy skills and critical thinking abilities to effectively navigate and evaluate

online resources. Teachers can also play a role in facilitating meaningful online

interactions, providing guidance and feedback, and fostering a supportive online

learning community.

In conclusion, the research conducted by Buczek and Wojciechowski (2019)

highlights the positive impact of internet use on student motivation in mathematics

education. The findings emphasize the importance of utilizing internet resources and

tools to provide interactive and engaging learning experiences, promote collaborative

learning, and foster student autonomy in the mathematics classroom. By leveraging

 27

the benefits of the internet, educators can enhance student motivation and create an

enriching learning environment for mathematics education.

2.14 Enhancing Student Self-Regulation in Mathematics through

Internet Use

Buczek and Wojciechowski (2019) explored how the use of the internet impacted

student self-regulation in the learning of mathematics. The study aimed to investigate

how internet-based resources and tools influenced students' ability to monitor, control,

and regulate their learning process. The research findings indicated that the internet

provided students with opportunities for self-paced learning, personalized instruction,

and immediate feedback, which contributed to the development of self-regulatory

skills in mathematics (Buczek & Wojciechowski, 2019). These insights emphasize the

potential of internet use in promoting student self-regulation in mathematics

education.

2.15 Leveraging Internet Resources for Mathematics Instruction

Buczek and Wojciechowski (2019) conducted a study that explored the implications

of using internet resources in mathematics instruction. The research aimed to examine

the benefits and challenges associated with the integration of internet-based tools and

materials in the mathematics classroom. The study revealed that internet resources

enhanced student engagement, promoted active learning, and facilitated access to a

vast array of mathematical content and problem-solving resources (Buczek &

Wojciechowski, 2019). However, challenges such as ensuring the reliability of online

information and managing students' distractions were also identified. These findings

highlight the potential of leveraging internet resources for effective mathematics

 28

instruction while acknowledging the need for thoughtful implementation and

management strategies.

2.16 Motivations for Student Use of Facebook: Insights from Online

Social Networks

Cheung, Chiu, and Lee (2011) conducted a study investigating the reasons behind

students' usage of Facebook, one of the most popular online social networks. The

research aimed to understand the motivations driving students' engagement with the

platform. The study found that various factors influenced students' use of Facebook,

including social connection and communication, information seeking, entertainment,

and academic purposes (Cheung, Chiu, & Lee, 2011). These insights provide valuable

knowledge for educators and policymakers in understanding the role of Facebook in

students' lives and leveraging its potential for educational purposes.

The study conducted by Cheung, Chiu, and Lee (2011) examined the motivations

behind students' usage of Facebook, one of the most popular online social networks.

The researchers aimed to gain a deeper understanding of the factors driving students'

engagement with the platform.

The findings of the study revealed that students' use of Facebook was influenced by

various motivations. One primary motivation was social connection and

communication. Facebook provided a platform for students to connect with their

peers, maintain relationships, and engage in social interactions. Students used

Facebook as a means of staying connected with friends, sharing experiences, and

expressing themselves.
 29

Additionally, the study highlighted information seeking as another motivation for

Facebook usage among students. Students turned to Facebook to seek information,

access news updates, and stay informed about current events and topics of interest.

Facebook served as a convenient and easily accessible source of information for

students.

Furthermore, the study identified entertainment as a significant motivation for

students' engagement with Facebook. Students used the platform for leisure activities,

such as watching videos, playing games, and consuming entertaining content.

Facebook provided a form of relaxation and served as a source of entertainment in

students' lives.

Interestingly, the study also found that some students used Facebook for academic

purposes. They utilized the platform to collaborate with classmates, discuss academic

topics, share resources, and seek academic support. This highlights the potential of

Facebook as a tool for educational purposes and the importance of recognizing its role

in students' academic lives.

These insights have implications for educators and policymakers. Understanding the

motivations behind students' usage of Facebook can help educators leverage the

platform for educational purposes. Educators can explore ways to integrate Facebook

into the learning process, such as creating Facebook groups for academic discussions,

sharing educational resources, and fostering online collaboration among students.

 30

Additionally, policymakers can consider the findings of this study when formulating

guidelines or policies related to social media usage in educational settings.

Recognizing the multifaceted nature of students' motivations for using Facebook can

inform decisions regarding the integration of social media platforms into the

educational landscape.

In conclusion, the research conducted by Cheung, Chiu, and Lee (2011) sheds light on

the motivations driving students' usage of Facebook. The study identified social

connection, information seeking, entertainment, and academic purposes as key factors

influencing students' engagement with the platform. These insights can guide

educators and policymakers in understanding the role of Facebook in students' lives

and harnessing its potential for educational purposes.

2.17 Social Networking Behaviors of Students on Facebook:

Exploring Usage Patterns

In their study, Cheung, Chiu, and Lee (2011) explored the social networking

behaviors of students on Facebook and examined the patterns of usage. The research

aimed to gain insights into how students interacted with the platform and the types of

activities they engaged in. The study revealed that students used Facebook primarily

for social interactions, such as connecting with friends, sharing personal information,

and participating in online communities (Cheung, Chiu, & Lee, 2011). These findings

contribute to a better understanding of students' online behaviors on Facebook and

can inform educators and parents on how to effectively engage with students in the

digital space.
 31

In their study, Cheung, Chiu, and Lee (2011) delved into the social networking

behaviors of students on Facebook and investigated the patterns of usage. The

researchers aimed to gain insights into how students interacted with the platform and

the types of activities they engaged in.

The findings of the study revealed that students predominantly used Facebook as a

means of social interaction. Connecting with friends and maintaining social

relationships emerged as the primary motivation for students' engagement with the

platform. Students utilized Facebook to stay connected with their peers, share

personal information, and communicate through features such as messaging, wall

posts, and comments.

Moreover, the study highlighted the importance of online communities within

Facebook. Students actively participated in groups, pages, and events related to their

interests, hobbies, and affiliations. These online communities provided a platform for

students to engage with like-minded individuals, discuss shared topics, and exchange

information and opinions.

The researchers also identified other activities students engaged in on Facebook, such

as sharing and consuming media content. Students commonly shared photos, videos,

and links on the platform, allowing them to express themselves and share experiences

with their social network. Additionally, students spent a significant amount of time

consuming media content shared by others, including news articles, entertainment

videos, and memes.

 32

These findings provide valuable insights into students' online behaviors on Facebook.

By understanding how students use the platform primarily for social interactions,

educators can explore ways to effectively engage with students in the digital space.

For example, educators can create online communities or groups within Facebook to

facilitate discussions, share educational resources, and foster collaborative learning.

Furthermore, parents and guardians can utilize these insights to establish open

communication with their children regarding their Facebook usage. By understanding

the nature of students' activities on the platform, parents can guide their children in

maintaining a healthy balance between social interaction and other aspects of their

lives, such as academics and personal well-being.

In conclusion, the study conducted by Cheung, Chiu, and Lee (2011) shed light on the

social networking behaviors of students on Facebook. The research revealed that

students primarily utilized the platform for social interactions, such as connecting

with friends, sharing personal information, and participating in online communities.

These insights can inform educators, parents, and guardians on how to effectively

engage with students in the digital space and facilitate a positive and responsible

online experience.

2.18 Implications of Facebook Usage for Students: Educational and

Social Perspectives

Cheung, Chiu, and Lee's (2011) study delved into the implications of Facebook usage

for students from both educational and social perspectives. The research aimed to

examine the potential benefits and challenges associated with students' engagement
 33

with the platform. The study found that while Facebook offered opportunities for

social connection and information sharing, it also presented concerns such as privacy

issues, distraction from academic activities, and potential negative impacts on offline

relationships (Cheung, Chiu, & Lee, 2011). These insights highlight the need for

educators, parents, and policymakers to consider the educational and social

implications of students' Facebook usage and develop appropriate guidelines and

strategies for responsible and beneficial engagement with the platform.

2.19 Motivational Level of Students towards Internet Use: A

Comparative Analysis

Kaya and Cakiroglu (2016) conducted a comparative analysis to examine the

motivational level of students towards internet use, taking into consideration various

variables. The research aimed to explore the factors that influence students'

motivation to engage with the internet for educational purposes. The study assessed

variables such as gender, grade level, internet access, and academic achievement to

determine their impact on students' motivational level (Kaya & Cakiroglu, 2016). The

findings provide valuable insights into the relationship between these variables and

students' motivation towards internet use, offering implications for educators and

policymakers.

In their study, Kaya and Cakiroglu (2016) conducted a comparative analysis to

investigate the motivational level of students towards internet use, specifically

focusing on educational purposes. The researchers aimed to explore the factors that

influence students' motivation to engage with the internet for educational activities.
 34

The study took into consideration several variables, including gender, grade level,

internet access, and academic achievement. By examining these variables, the

researchers sought to determine their impact on students' motivational level towards

internet use.

The findings of the study provided valuable insights into the relationship between

these variables and students' motivation. The researchers observed that gender

differences played a significant role in students' motivation towards internet use. They

found that male students exhibited higher motivation levels compared to their female

counterparts.

Grade level was another variable that influenced students' motivation. The study

revealed that students in higher grades demonstrated higher levels of motivation

towards internet use for educational purposes. This suggests that as students progress

in their academic journey, their motivation to engage with the internet for learning

may increase.

Internet access also emerged as an influential factor. Students who had better access

to the internet, whether at home or school, exhibited higher levels of motivation. This

finding emphasizes the importance of providing students with reliable and accessible

internet connectivity to enhance their motivation and engagement with online

educational resources.

Lastly, the researchers examined the relationship between students' academic

achievement and their motivation towards internet use. The study found that students
 35

with higher academic achievement demonstrated higher levels of motivation to utilize

the internet for educational purposes. This suggests that students who perceive the

internet as a valuable tool for learning are more likely to be motivated to engage with

it.

These findings have implications for educators and policymakers in understanding the

factors that influence students' motivation towards internet use for educational

activities. By recognizing the importance of variables such as gender, grade level,

internet access, and academic achievement, educators can tailor their instructional

approaches to promote and enhance students' motivation in utilizing the internet for

educational purposes.

Policymakers can use these insights to develop strategies that ensure equitable access

to the internet and promote digital literacy among students. By providing equal

opportunities for internet access and fostering a supportive environment that

encourages the use of the internet for educational purposes, policymakers can enhance

students' motivation and engagement in online learning.

In conclusion, the study conducted by Kaya and Cakiroglu (2016) investigated the

motivational level of students towards internet use for educational purposes. The

research highlighted the influence of variables such as gender, grade level, internet

access, and academic achievement on students' motivation. These findings provide

valuable insights for educators and policymakers to create effective strategies that

foster students' motivation and engagement in utilizing the internet for educational

activities.
 36

2.20 Gender Differences in the Motivational Level of Students

towards Internet Use

In their study, Kaya and Cakiroglu (2016) specifically examined the impact of gender

on the motivational level of students towards internet use. The researchers aimed to

determine whether there are any significant differences in the motivation of male and

female students when it comes to utilizing the internet for educational purposes. The

study found that gender played a significant role, with variations observed in the

motivational level between male and female students (Kaya & Cakiroglu, 2016).

These findings shed light on the importance of considering gender-related factors

when designing educational strategies that involve internet-based learning.

In their study, Kaya and Cakiroglu (2016) focused on investigating the influence of

gender on the motivational level of students towards internet use for educational

purposes. The researchers aimed to determine whether there are any significant

differences in the motivation of male and female students when it comes to utilizing

the internet for learning.

The study examined various aspects of motivation, including intrinsic motivation,

extrinsic motivation, and self-determination, to capture a comprehensive

understanding of students' motivational level. By analyzing these motivational factors,

the researchers aimed to uncover any gender-related differences in students'

motivation towards internet-based learning.

 37

The findings of the study revealed that gender played a significant role in shaping

students' motivation towards internet use. Male and female students exhibited

variations in their motivational level, with some distinct patterns observed.

Specifically, the study found that male students generally demonstrated higher levels

of motivation compared to their female counterparts. This suggests that male students

were more inclined and motivated to engage with the internet for educational

purposes. The reasons behind this difference in motivation are complex and may be

influenced by a variety of social and cultural factors.

These findings emphasize the importance of considering gender-related factors when

designing educational strategies that incorporate internet-based learning. It is crucial

for educators to be aware of these differences and tailor their instructional approaches

to address the varying motivational needs of male and female students.

For example, educators can create learning environments that promote inclusivity and

provide equal opportunities for both male and female students to engage with internet

resources. They can also employ teaching methods and activities that cater to diverse

motivational preferences, ensuring that both male and female students are motivated

and encouraged to utilize the internet for educational purposes.

Furthermore, policymakers and educational institutions can use these insights to

develop initiatives that promote digital literacy and gender equity in accessing and

utilizing internet resources. By addressing gender-related disparities and providing

equal opportunities for all students, regardless of their gender, policymakers can
 38

foster an inclusive learning environment that maximizes the benefits of internet-based

learning for all students.

In conclusion, the study conducted by Kaya and Cakiroglu (2016) highlights the

influence of gender on the motivational level of students towards internet use for

educational purposes. The findings indicate that there are variations in the motivation

of male and female students when it comes to utilizing the internet for learning.

Recognizing these gender-related differences is crucial for educators and

policymakers to design effective strategies and initiatives that promote equal access

and enhance the motivational level of all students in utilizing the internet for

educational activities.

2.21 Exploring the Influence of Internet Access and Academic

Achievement on Students' Motivation towards Internet Use

Kaya and Cakiroglu (2016) investigated the influence of internet access and academic

achievement on the motivational level of students towards internet use. The study

aimed to understand how students' access to the internet and their academic

performance interact to shape their motivation for utilizing online resources. The

research findings revealed that students with greater internet access and higher

academic achievement exhibited higher motivation towards internet use (Kaya &

Cakiroglu, 2016). These insights highlight the significance of providing adequate

internet access and addressing academic support to enhance students' motivation and

engagement with online learning resources.

 39

2.22 The Role of the Web as a Source of Information in K-12

Education: Exploring Students' Search Strategies and Successful

Search Outcomes

Kuiper, Volman, and Terwel (2018) conducted a study that examined the web as a

source of information for students in K-12 education. The research aimed to

investigate the search strategies employed by students and their association with

successful search outcomes. The study explored how students navigate online

resources, evaluate information credibility, and utilize search strategies to find

relevant and reliable information. The findings provide valuable insights into the

effective use of the web as an educational tool in K-12 settings.

In their study, Kuiper, Volman, and Terwel (2018) focused on exploring the role of

the web as a source of information for students in K-12 education. The researchers

aimed to investigate the search strategies employed by students when using the

internet and examine how these strategies are associated with successful search

outcomes.

The study delved into various aspects of students' web usage, including how they

navigate online resources, evaluate the credibility of information, and utilize search

strategies to find relevant and reliable information. By analyzing these factors, the

researchers sought to gain insights into the effective use of the web as an educational

tool in K-12 settings.

The findings of the study shed light on several important aspects of students' web-

based information searching behavior. Firstly, the study revealed that students
 40

employed diverse search strategies when using the internet for information retrieval.

These strategies ranged from simple keyword searches to more advanced techniques

such as refining search terms and using search operators.

Furthermore, the study highlighted the significance of information evaluation skills.

Students were found to vary in their ability to critically evaluate the credibility and

reliability of online information. Some students demonstrated higher levels of

competence in assessing information quality, while others struggled with

distinguishing accurate and trustworthy sources from misleading or inaccurate ones.

The researchers also identified factors that influenced successful search outcomes.

Students who employed effective search strategies and demonstrated strong

information evaluation skills were more likely to find relevant and reliable

information. Additionally, the study emphasized the role of guidance and scaffolding

provided by teachers in supporting students' web-based information searching.

The insights gained from this study have implications for educators, curriculum

developers, and policymakers in K-12 education. Educators can integrate explicit

instruction on effective search strategies and information evaluation skills into their

curriculum. They can also provide guidance and support to help students navigate the

vast amount of information available on the web.

Curriculum developers can consider incorporating digital literacy skills, including

web searching and information evaluation, as essential components of the curriculum.

 41

By equipping students with these skills, they can empower them to become critical

consumers and creators of online content.

Policymakers can play a role in promoting digital literacy initiatives that focus on

developing students' web search and information evaluation skills. They can also

support professional development opportunities for educators to enhance their

knowledge and understanding of effective web-based information searching practices.

In conclusion, the study conducted by Kuiper, Volman, and Terwel (2018) provides

valuable insights into the search strategies employed by students when using the web

as a source of information in K-12 education. The findings underscore the importance

of teaching students effective search strategies and information evaluation skills to

enhance their ability to find relevant and reliable information online. By equipping

students with these digital literacy skills, educators, curriculum developers, and

policymakers can foster information-savvy learners who can navigate the web with

confidence and critically evaluate the information they encounter.

2.23 Search Strategies and Information Seeking Behaviors of

Students in K-12 Education: Insights from a Study on Web-based

Information Retrieval

Kuiper, Volman, and Terwel (2018) investigated the search strategies and information

seeking behaviors of students in K-12 education, focusing on web-based information

retrieval. The study aimed to uncover the approaches students employ when searching

for information online and to determine which strategies are associated with

successful search outcomes. The research findings shed light on the patterns of
 42

information seeking among K-12 students, providing valuable insights for educators

and policymakers on how to support and guide students in their use of the web for

educational purposes.

2.24 Enhancing Web Literacy Skills in K-12 Education:

Implications from a Study on Students' Search Strategies and

Successful Search Outcomes

Kuiper, Volman, and Terwel (2018) conducted a study examining the search

strategies and successful search outcomes of students in K-12 education, with a focus

on enhancing web literacy skills. The research aimed to identify the strategies that

lead to successful information retrieval and to explore the implications for developing

students' web literacy skills. The study highlights the importance of teaching students

effective search strategies, critical evaluation of online information, and digital

literacy skills to maximize the educational potential of the web in K-12 settings. The

findings provide valuable insights for educators and curriculum designers seeking to

integrate web-based information retrieval into K-12 education effectively.

2.25 The Impact of Mobile Internet Addiction on Academic

Performance among Chinese High School Students: A Moderated

Mediation Model

Li, Zhang, and Chen (2021) conducted a study examining the influence of mobile

internet addiction on the academic performance of Chinese high school students. The
 43

researchers utilized a moderated mediation model to explore the complex relationship

between mobile internet addiction, self-control, and academic performance. The study

found that mobile internet addiction had a negative impact on academic performance

among Chinese high school students. Furthermore, self-control played a mediating

role in this relationship, with lower levels of self-control partially mediating the

negative impact of mobile internet addiction on academic performance (Li, Zhang, &

Chen, 2021). These findings highlight the importance of addressing mobile internet

addiction and promoting self-control among high school students to improve their

academic outcomes.

2.26 The Relationship between Mobile Internet Addiction and Self-

Control among Chinese High School Students: A Moderated

Mediation Model

Li, Zhang, and Chen (2021) conducted a study investigating the association between

mobile internet addiction and self-control among Chinese high school students. By

utilizing a moderated mediation model, the researchers explored how this relationship

was influenced by various factors. The study revealed a negative correlation between

mobile internet addiction and self-control, indicating that higher levels of mobile

internet addiction were associated with lower levels of self-control among Chinese

high school students. Additionally, the researchers found that this relationship was

moderated by certain factors, suggesting that interventions targeting specific factors

could help mitigate the negative impact of mobile internet addiction on self-control

(Li, Zhang, & Chen, 2021). These findings provide valuable insights into the
 44

relationship between mobile internet addiction and self-control in the context of high

school students in China.

In their study, Li, Zhang, and Chen (2021) aimed to explore the association between

mobile internet addiction and self-control among Chinese high school students. The

researchers utilized a moderated mediation model to examine how this relationship

was influenced by various factors.

The study found a negative correlation between mobile internet addiction and self-

control. This means that as levels of mobile internet addiction increased, levels of

self-control decreased among Chinese high school students. The findings suggest that

excessive and problematic use of mobile internet devices can have a detrimental

impact on students' ability to exercise self-control.

Furthermore, the researchers identified certain factors that moderated the relationship

between mobile internet addiction and self-control. These factors could influence the

strength or direction of the association. Although the specific factors were not

mentioned, their presence suggests that there are additional variables that can either

exacerbate or mitigate the negative impact of mobile internet addiction on self-

control.

The findings of this study have significant implications for understanding the

relationship between mobile internet addiction and self-control among high school

students in China. They highlight the importance of recognizing the potential negative

consequences of excessive mobile internet use on students' self-control abilities.

 45

The results also suggest the need for interventions and strategies to address mobile

internet addiction and enhance self-control among high school students. By targeting

the specific factors identified as moderators, interventions can be tailored to mitigate

the negative Impacts of mobile internet addiction and promote the development of

self-control skills.

Educational institutions, parents, and policymakers can utilize these findings to

implement preventive measures and provide support for students in managing their

mobile internet usage. This may involve raising awareness about healthy digital

habits, promoting responsible use of mobile devices, and fostering an environment

that encourages self-regulation and self-control.

In conclusion, the study conducted by Li, Zhang, and Chen (2021) sheds light on the

relationship between mobile internet addiction and self-control among Chinese high

school students. The findings underscore the negative correlation between these

variables and emphasize the importance of addressing mobile internet addiction to

promote self-control skills. By understanding the factors that moderate this

relationship, interventions can be developed to effectively mitigate the negative

impact of mobile internet addiction on students' self-control abilities.

2.27 Understanding the Mechanisms Linking Mobile Internet

Addiction, Self-Control, and Academic Performance among Chinese

High School Students

Li, Zhang, and Chen (2021) conducted a study aiming to uncover the underlying

mechanisms that connect mobile internet addiction, self-control, and academic

 46

performance among Chinese high school students. Through a moderated mediation

model, the researchers explored the complex interplay between these variables. The

study found that mobile internet addiction had a negative indirect effect on academic

performance, mediated by self-control. In other words, higher levels of mobile

internet addiction were associated with lower levels of self-control, which, in turn,

contributed to poorer academic performance among Chinese high school students (Li,

Zhang, & Chen, 2021). These findings highlight the importance of understanding the

mechanisms involved in this relationship and provide insights into potential

interventions to promote self-control and improve academic outcomes.

2.28 Understanding Motivation in Education: Insights from

"Motivation in Education: Theory, Research, and Applications

Pintrich and Schunk's (2016) book "Motivation in Education: Theory, Research, and

Applications" provides a comprehensive examination of motivation in the context of

education. The text explores various theoretical perspectives, empirical research, and

practical applications related to motivation. The authors delve into key concepts such

as intrinsic and extrinsic motivation, goal orientation, self-efficacy, and the role of

teachers and instructional strategies in fostering motivation (Pintrich & Schunk,

2016). This heading highlights the importance of understanding motivation and the

valuable insights offered by Pintrich and Schunk's work.

 47

2.29 Theoretical Foundations of Motivation in Education: An

Overview of Pintrich and Schunk's (2016) Perspectives

Pintrich and Schunk's (2016) book provides a comprehensive review of the theoretical

foundations of motivation in education. The text covers prominent theories such as

self-determination theory, social cognitive theory, and achievement goal theory,

among others. These theories provide a framework for understanding how motivation

influences students' engagement, learning outcomes, and overall educational

experiences (Pintrich & Schunk, 2016). This heading highlights the significance of

theoretical perspectives in exploring motivation and its implications in educational

settings.

2.30 Applying Motivation Research in Education: Practical

Strategies and Recommendations from Pintrich and Schunk (2016)

Pintrich and Schunk's (2016) work not only offers theoretical insights but also

provides practical applications and recommendations for educators. The book

explores various instructional strategies, classroom interventions, and assessment

approaches that can enhance student motivation. Additionally, it addresses the role of

teachers in creating a motivating learning environment, promoting students' self-

regulation, and fostering positive beliefs and attitudes towards learning (Pintrich &

Schunk, 2016). This heading emphasizes the importance of translating motivation

research into actionable strategies for educators to support student engagement and

achievement.
 48

The translation of motivation research into actionable strategies is crucial for

educators to create a supportive and engaging learning environment. By

understanding the factors that influence student motivation, educators can design

instructional strategies and interventions that promote student engagement, self-

regulation, and positive beliefs about learning.

For example, educators can incorporate various instructional strategies, such as

providing meaningful and challenging tasks, offering choices and autonomy in

learning, and promoting collaborative learning experiences. These strategies can tap

into students' intrinsic motivation and foster a sense of ownership and control over

their learning process.

Classroom interventions can also play a significant role in enhancing motivation.

Teachers can provide timely and specific feedback to students, set realistic goals, and

create opportunities for students to reflect on their progress. By emphasizing the value

of effort and growth mindset, educators can help students develop a positive attitude

towards learning and build resilience in the face of challenges.

Assessment approaches that focus on formative assessment and provide opportunities

for self-assessment and self-reflection can also enhance motivation. By involving

students in the assessment process, allowing them to monitor their own progress and

set personal goals, educators can empower students and foster their intrinsic

motivation.
 49

Overall, translating motivation research into actionable strategies empowers educators

to create a positive and motivating learning environment that supports student

engagement, self-regulation, and academic achievement. By implementing these

strategies, educators can nurture students' love for learning and help them reach their

full potential.

Chapter 3
Methodology
 50

This chapter will discuss the research design and methodology employed in the study,

including the methods, research design, instruments, population, sampling technique,

and sample size. The methodology was applied to conduct a research study on the

topic "Impacts of Internet on Student Motivation for Learning at Secondary Level in

District Rahim Yar Khan," outlining the various phases in detail through which the

study was conducted.

3.2 Research Design

For this research, a descriptive research design was utilized. The approach of this

study is quantitative, aiming to delve into the phenomenon. The research was

conducted among secondary level students in public schools. Therefore, a survey

technique was chosen to gather the intended information through a questionnaire. The

survey method, convenient sampling, and numerical statistical survey method were

selected due to a large number of people involved and limited time available.

3.3 Research Method

Quantitative research was employed to collect data using a simple random sampling

technique. The data was collected from students to understand the Impacts of the

internet on student motivation for learning at the secondary level in District Rahim

Yar Khan.

3.4 Population
 51

The study population consisted of students at the secondary school level in public

schools in District Rahim Yar Khan. Specifically, three government schools at the

secondary level in the district were selected as the population for this study.

3.5 Sampling Technique

A large representative population was sampled for this study. The researcher

employed a convenient sampling technique, as it was the most suitable method to

gather data within the limited time and resources available.

3.6 Sample Size

A sample of 220 respondents was selected using a convenience sampling technique,

with males representing the majority and females the minority. The majority of the

population belongs to public schools due to the greater availability of participants in

those schools.

3.7 Instrumentation—Instruments/Tools Used for Data Collection

The selection of instruments depends on the nature of the research problem. Based on

the literature review, a self-developed questionnaire was designed to assess the

Impacts of the internet on student motivation for learning at the secondary level in

District Rahim Yar Khan. The instrument used for data collection in this study was a

close-ended questionnaire consisting of two parts. The first part included

demographic information, such as the respondents' names (optional), gender, age,

 52

grade, subject discipline, and a question about are they use social media? The second

part of the questionnaire comprised 18 statements with five numeric choices for

rating: 5 (Strongly Agree), 4 (Agree), 3 (Neutral), 2 (Disagree), and 1 (Strongly

Disagree). The rating averages for each categorized factor were computed, and the

factor with the highest rating average was considered the one that significantly affects

the role of the internet in academic performance for students.

3.8 Validity and Reliability of the Tools/Questionnaires

The instruments were validated through expert opinion, and reliability measures were

employed for this type of research. The questions were standardized, ensuring that all

respondents were asked the same questions in the same order. This ensures that the

questionnaire can be easily replicated to check for reliability.

3.9 Time Frame

The administration of questionnaires to students will take approximately five days.

Data will be collected using online Google Forms, and the questionnaire/survey will

be developed via links. These links will be shared with respondents through social

apps such as WhatsApp, Facebook, and messages.

 53

Chapter 4
Data Analysis and Interpretation

4.1 Data Collection

 54

Data collection was done using a spreadsheet linked to the online Google form

questionnaire.

4.2 Statistical Analysis

Data were exported and analyzed using SPSS. Descriptive statistics were presented as

counts and percentages to summarize the collected data. Frequencies Distributions,

Means, Standard Deviations (S.D) and Percentage were determined for the Sample.

SPSS Statics V-25 was used for Data Analysis which gave me Results and Analysis.

4.3 Descriptive Statistical for Demographic Variables

To gather Demographic Variables of respondents I collected the data on the basis of

age, gender, grade, send-up test marks, personal computer/laptop the results are given

below:

Table 4.1

Students Demographic Data (Age)

Demographic Type Frequency Percentage

Variable

13-15 Years 72 32.7

Age 15-18 Years 148 67.3

Total 220 100

This table shows that there were 32.7% respondent’s age 13-15 Years and 67.3 %

respondent’s age 15-18 Years. The majority of the students selected for the study have

16 to 18 years age.
 55

Table 4.2

Students Demographic Data (Gender)

Demographic Type Frequency Percentage

Variable

Male 143 65

Gender Female 77 35

Total 220 100

This table shows that there were 65% male and 35 % female respondents of the study.

The majority of the students selected for the study are male.

Table 4.3

Students Demographic Data (Grade)

Demographic Type Frequency Percentage

Variable

Class 9th 64 29.1

Grade Class 10th 156 70.9

Total 220 100

This table shows that there were 29.1% students of 9 th class and 70.9 % students of

10th class of the study. The majority of the students selected for the study are class

10th.
 56

Table 4.4

Students Demographic Data (Subject Discipline)

Demographic Type Frequency Percentage

Variable

Science 171 77.7

Subject Discipline Arts 49 22.3

Total 220 100

This table shows that there were 77.7% students of science and 22.3 % students of

arts class of the study. The majority of the students selected for the study are science.

Table 4.5

Students Demographic Data (Send Up Marks)

Demographic Type Frequency Percentage

Variable

50-75 % 55 25

Send Up Marks 75-100 % 165 75

Total 220 100

This table shows that there were 25% students who got 50-75% marks in their send up

test and 75 % students who got 75-100% marks in their send up test of the study. The
 57

majority of the students selected for the study are students who got 75-100% marks in

their send up test.

Table 4.6

Students Demographic Data (Personal Computer)

Demographic Type Frequency Percentage

Variable

Yes 153 69.5

Personal Computer No 67 30.5

Total 220 100

This table shows that there were 69.5% students who has their personal

laptop/computer and 30.5 % students who has not their personal laptop/computer of

the study. The majority of the students selected for the study who has their personal

laptop/computer.

Table 4.6.1

Mean and Std. Deviation of the all demographic variables

No. Item Mean Std.

Deviation
1 Age 1.67 .470

2 Gender 1.35 .478

 58

3 Grade 1.71 .455

4 Subject Discipline 1.22 .417

5 Send Up Marks 1.75 .434

6 Personal Computer 1.30 .451

4.4Descriptive Statistical for Statements

To gather statements of respondents I collected the data on the basis of different 18

statements on the basis of their opinion as strongly agree, agree, neutral, disagree and

strongly disagree. So, the results of mean and std. deviation are given below:

Table 4.7

Statement No: 1 I feel that the availability of the Internet positively

influences my motivation for learning at the secondary level in District

Rahim Yar Khan.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 109 49.5 . .

Agree 60 27.3 . .

Neutral 13 5.9 . .

Disagree 38 17.3 . .

Strongly Disagree - - . .
 59

Total 220 100 1.91 1.115

49.5 % respondents are strongly agreed to the statement and 27.3 % are agreed about

study while 5.9 % are undecided and 17.3 % disagreed to the statement.

Table 4.8

Statement No: 2 I believe that using the Internet for educational

purposes enhances my motivation to learn

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 111 50.5 . .

Agree 84 38.2 . .

Neutral 20 9.1 . .

Disagree 3 1.4 . .

Strongly Disagree 2 0.9 . .

Total 220 100 1.64 .778

50.5 % respondents are strongly agreed to the statement and 38.2 % are agreed about

study while 9.1 % are undecided 1.4 % disagreed and 0.9 % strongly disagreed to the

statement.
 60

Table 4.9

Statement No: 3 I perceive a correlation between my Internet usage

and my level of motivation for learning.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 122 55.5 . .

Agree 71 32.3 . .

Neutral 27 12.3 . .

Disagree - - . .

Strongly Disagree - - . .

Total 220 100 1.57 .702

55.5 % respondents are strongly agreed to the statement and 32.3 % are agreed about

study 12.3 % are undecided to the statement.

Table 4.10

Statement No: 4 I am more motivated to learn when I have access to

online learning resources through the Internet.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 114 51.8 . .

Agree 77 35.0 . .

Neutral 26 11.8 . .

Disagree 3 1.4 . .

Strongly Disagree - - . .
 61

Total 220 100 1.63 .745

This table shows that 51.8 % respondents are strongly agreed to the statement and 35

% are agreed about study while 11.8 % are undecided and 1.4 % disagreed to the

statement.

Table 4.11

Statement No: 5 I consider the Internet a valuable tool that increases

my motivation to learn.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 111 50.5 . .

Agree 71 32.3 . .

Neutral 26 11.8 . .

Disagree 12 5.5 . .

Strongly Disagree - - . .

Total 220 100 1.72 .876

This table shows that 50.5 % respondents are strongly agreed to the statement and

32.3 % are agreed about study while 11.8 % are undecided and 5.5 % disagreed to the

statement.

Table 4.12
 62

Statement No: 6 I find that my engagement in studies is connected to

my usage of the Internet for learning purposes.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 128 58.2 . .

Agree 65 29.5 . .

Neutral 25 11.4 . .

Disagree 2 0.9 . .

Strongly Disagree - - . .

Total 220 100 1.55 .729

This table shows that 58.2 % respondents are strongly agreed to the statement and

29.5 % are agreed about study while 11.4 % are undecided and 0.9 % disagreed to the

statement.

Table 4.13

Statement No: 7 I agree that the Internet provides me with diverse

learning materials, thereby boosting my motivation for learning.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 114 51.8 . .

Agree 90 40.9 . .

Neutral 13 5.9 . .

Disagree 3 1.4 . .

Strongly Disagree - - . .
 63

Total 220 100 1.57 .669

This table shows that 51.8 % respondents are strongly agreed to the statement and

40.9 % are agreed about study while 5.9 % are undecided and 1.4 % disagreed to the

statement.

Table 4.14

Statement No: 8 I am more motivated to learn when I can collaborate

with my peers online using the Internet.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 120 54.5 . .

Agree 58 26.4 . .

Neutral 31 14.1 . .

Disagree 11 5.0 . .

Strongly Disagree - - . .

Total 220 100 1.70 .893

This table shows that 54.5 % respondents are strongly agreed to the statement and

26.4 % are agreed about study while 14.1 % are undecided and 5 % disagreed to the

statement.

Table 4.15
 64

Statement No: 9 I believe that the Internet contributes to my

development of autonomy and self-direction in my learning, thereby

increasing my motivation.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 123 55.9 . .

Agree 86 39.1 . .

Neutral 8 3.6 . .

Disagree 3 1.4 . .

Strongly Disagree - - . .

Total 220 100 1.50 .637

This table shows that 55.9 % respondents are strongly agreed to the statement and

39.1 % are agreed about study 3.6 % are undecided and 1.4 % disagreed to the

statement.

Table 4.16

Statement No: 10 I feel that accessing real-time information through the

Internet enhances my motivation for learning.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 93 42.3 . .

Agree 48 21.8 . .

Neutral 42 19.1 . .

Disagree 34 15.5 . .

Strongly Disagree 3 1.4 . .

 65

Total 220 100 2.12 1.160

This table shows that 42.3 % respondents are strongly agreed to the statement and

21.8 % are agreed about study while 19.1 % are undecided 15.5 % disagreed and 1.4

% strongly disagreed to the statement.

Table 4.17

Statement No: 11 I perceive a positive correlation between my

academic performance and my usage of the Internet for learning

purposes.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 118 53.6 . .

Agree 77 35.0 . .

Neutral 25 11.4 . .

Disagree - - . .

Strongly Disagree - - . .

Total 220 100 1.58 .688

This table shows that 53.6 % respondents are strongly agreed to the statement and 35

% are agreed about study while 11.4 % are undecided to the statement.
 66

Table 4.18

Statement No: 12 I agree that using the Internet helps me set and

achieve learning goals, thus increasing my motivation.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 106 48.2 . .

Agree 83 37.7 . .

Neutral 22 10.0 . .

Disagree 6 2.7 . .

Strongly Disagree 3 1.4 . .

Total 220 100 1.71 .857

This table shows that 48.2 % respondents are strongly agreed to the statement and

37.7 % are agreed about study while 10 % are undecided 2.7 % disagreed and 1.4 %

strongly disagreed to the statement.

Table 4.19

Statement No: 13 I believe that receiving immediate feedback through

online platforms on the Internet enhances my motivation to learn.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 123 55.9 . .

Agree 64 29.1 . .

Neutral 27 12.3 . .

Disagree 3 1.4 . .

Strongly Disagree 3 1.4 . .

 67

Total 220 100 1.63 .853

This table shows that 55.9 % respondents are strongly agreed to the statement and

29.1 % are agreed about study while 12.3 % are undecided 1.4 % disagreed and 1.4

% strongly disagreed to the statement.

Table 4.20

Statement No: 14 I find the Internet a source of inspiration for my

learning, thus boosting my motivation.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 123 55.9 . .

Agree 71 32.3 . .

Neutral 18 8.2 . .

Disagree 8 3.6 . .

Strongly Disagree - - . .

Total 220 100 1.60 .791

This table shows that 55.9 % respondents are strongly agreed to the statement and

32.3 % are agreed about study while 8.2 % are undecided and 3.6 % disagreed to the

statement.

Table 4.21
 68

Statement No: 15 I believe that having Internet access at school

positively impacts my motivation for learning.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 41 18.6 . .

Agree 23 10.5 . .

Neutral 47 21.4 . .

Disagree 66 30.0 . .

Strongly Disagree 43 19.5 . .

Total 220 100 3.21 1.377

This table shows that 18.6 % respondents are strongly agreed to the statement and

10.5 % are agreed about study while 21.4 % are undecided 30 % disagreed and 19.5

% strongly disagreed to the statement.

Table 4.22

Statement No: 16 I am more motivated to learn when I can participate

in online discussions and forums using the Internet.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 92 41.8 . .

Agree 76 34.5 . .

Neutral 38 17.3 . .

Disagree 14 6.4 . .

Strongly Disagree - - . .

Total 220 100 1.88 .914

 69

This table shows that 41.8 % respondents are strongly agreed to the statement and

34.5 % are agreed about study while 17.3 % are undecided and 6.4 % disagreed to the

statement.

Table 4.23

Statement No: 17 I feel more motivated to learn when I can access

multimedia content through the Internet.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 42 19.1 . .

Agree 45 20.5 . .

Neutral 63 28.6 . .

Disagree 42 19.1 . .

Strongly Disagree 28 12.7 . .

Total 220 100 2.86 1.287

This table shows that 19.1 % respondents are strongly agreed to the statement and

20.5 % are agreed about study while 28.6 % are undecided 19.1 % disagreed and 12.7

% strongly disagreed to the statement.

Table 4.24
 70

Statement No: 18 I perceive that the Internet contributes to a more

positive attitude towards learning among students in District Rahim Yar

Khan.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 118 53.6 . .

Agree 56 25.5 . .

Neutral 41 18.6 . .

Disagree 2 .9 . .

Strongly Disagree 3 1.4 . .

Total 220 100 1.71 .895

This table shows that 53.6 % respondents are strongly agreed to the statement and

25.5 % are agreed about study while 18.6 % are undecided 0.9 % disagreed and 1.4 %

strongly disagreed to the statement.

Table 4.25

Mean and Std. Deviation of the all statements

No. Item Mean Std.

Deviation
1 I feel that the availability of the Internet positively 1.91 1.115

influences my motivation for learning at the secondary

level in District Rahim Yar Khan.

 71

2 I believe that using the Internet for educational purposes 1.64 .778

enhances my motivation to learn

3 I perceive a correlation between my Internet usage and 1.57 .702

my level of motivation for learning.

4 I am more motivated to learn when I have access to online 1.63 .745

learning resources through the Internet.

5 I consider the Internet a valuable tool that increases my 1.72 .876

motivation to learn.

6 I find that my engagement in studies is connected to my 1.55 .729

usage of the Internet for learning purposes.

7 I agree that the Internet provides me with diverse learning 1.57 .669

materials, thereby boosting my motivation for learning.

8 I am more motivated to learn when I can collaborate with 1.70 .893

my peers online using the Internet.

9 I believe that the Internet contributes to my development 1.50 .637

of autonomy and self-direction in my learning, thereby

increasing my motivation.

10 I feel that accessing real-time information through the 2.12 1.160

Internet enhances my motivation for learning.

11 I perceive a positive correlation between my academic 1.58 .688

performance and my usage of the Internet for learning

purposes.

12 I agree that using the Internet helps me set and achieve 1.71 .857

learning goals, thus increasing my motivation.

 72

13 I believe that receiving immediate feedback through 1.63 .853

online platforms on the Internet enhances my motivation

to learn.

14 I find the Internet a source of inspiration for my learning, 1.60 .791

thus boosting my motivation.

15 I believe that having Internet access at school positively 3.21 1.377

impacts my motivation for learning.

16 I am more motivated to learn when I can participate in 1.88 .914

online discussions and forums using the Internet.

17 I feel more motivated to learn when I can access 2.86 1.287

multimedia content through the Internet.

18 I perceive that the Internet contributes to a more positive 1.71 .895

attitude towards learning among students in District

Rahim Yar Khan.

The table no 2 showed that there were total of 18 items all related to students and

Impacts of Internet on Student Motivation for Learning in education, looking closely

at the table item per item, it was observed that the item No: 15 “I believe that having

Internet access at school positively impacts my motivation for learning.” had the

highest mean 3.21 among all other items and item no: 9 “I believe that the Internet

contributes to my development of autonomy and self-direction in my learning, thereby

increasing my motivation.” had the lowest mean 1.50 among all the items, mostly all

the items mean was above 1.55.

 73

4.5 Inferential Statistics for Demographic Variables

Table 4.26

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of age.

Variable Categories M S.D df t p

13-15 Years 1.93 .438

Age 218 2.217 0.028

15-18 Years 1.78 .511

Table showed the p value is .028 which is less than .05, so the difference between the

age 13-15 years and 15-18 years is significant.

Table 4.27

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of gender.

Variable Categories M S.D df t p

Male 1.78 .486

 74

Gender 218 -2.061 0.041

Female 1.93 .493

Table showed the p value is .041 which is less than .05, so there is difference between

the gender male and female so it is significant.

Table 4.28

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of grade.

Variable Categories M S.D df t p

Class 9th 1.96 .342

Grade 218 2.839 0.005

Class10th 1.78 .535

Table showed the p value is .005 which is less than .05, so there is difference between

the grade class 9th and 10th so it is significant.

Table 4.29
 75

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of subject discipline.

Variable Categories M S.D df t p

Science 1.87 .510

Subject 218 2.098 0.039

Arts 1.72 .410

Table showed the p value is .039 which is less than .05, so there is difference between

the subject science and arts it is significant.

Table 4.30

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of send up marks.

Variable Categories M S.D df t p

50-75 % 1.57 .406

Send Up 218 -4.863 0.000

Marks

75-100 % 1.92 .487

Table showed the p value is .000 which is less than .05, so there is difference between

the send up marks 50-75% and 75-100% it is significant.

 76

Table 4.31

Independent sample t-test on Impacts of Internet on Student Motivation for Learning

of personal computer.

Variable Categories M S.D df t p

Yes 1.78 .506

Personal Computer 218 -2.306 0.022

No 1.95 .443

Table showed the p value is .022 which is less than .05, so there is difference in

between the personal computer yes or no, it is significant.

********************************

Chapter 5

Summary, Findings, Discussion,

Conclusion and Recommendation
5.1 Summary
 77

This study was conducted in Virtual University of Pakistan in Rahim Yar Khan

campus, total of 220 respondents were selected to collect data from the school from

three different public schools of district Rahim Yar Khan randomly from class 9 and

10.The main research of the study was on Impacts of Internet on Student Motivation

for Learning, the researcher used a 5 points grading questionnaire via a Google form

survey in which 1: Strongly Agree, 2: Agree, 3: Neutral, 4: Disagree and 5: Strongly

Disagree were used in order to know the relationship between the variables.

My methodology of study survey was done on students to know what they think of

the Impacts of Internet on Student Motivation for Learning in their studies, in this

way I got to know about students learning, their interest and their opinions about

Impacts of Internet on Student Motivation for Learning.

The main objectives of my research were:

 To examine the influence of internet usage on student motivation at the secondary

level in District Rahim Yar Khan.

 To assess the impact of the internet on the learning environment in secondary

schools in District Rahim Yar Khan.

 To identify the factors that contribute to the positive or negative impacts of the

internet on student motivation and learning environments at the secondary level in

District Rahim Yar Khan.

 To identify the specific ways in which internet resources and tools are utilized by

students to enhance their learning motivation at the secondary level in District

Rahim Yar Khan.

 To examine the challenges and potential drawbacks associated with internet usage

in terms of student motivation for learning in secondary schools in District Rahim

Yar Khan.
 78

 How does internet usage affect student motivation at the secondary level in

District Rahim Yar Khan?

 What is the impact of the internet on the learning environment in secondary

schools in District Rahim Yar Khan?

 What are the factors that contribute to the positive or negative impacts of the

internet on student motivation and learning environments at the secondary level in

District Rahim Yar Khan?

 What specific internet resources and tools do secondary level students in District

Rahim Yar Khan utilize to enhance their learning motivation?

 What are the challenges and potential drawbacks of internet usage in terms of

student motivation for learning in secondary schools in District Rahim Yar Khan?

The effects of the internet on student motivation for learning at the secondary level in

District Rahim Yar Khan are significant. With increased access to online resources

and interactive learning platforms, students are empowered to explore diverse

subjects, leading to heightened curiosity and enthusiasm for learning. The internet

offers personalized learning experiences, catering to individual interests and learning

styles, thereby fostering a sense of autonomy and ownership over their education.

Additionally, virtual collaborations and global connectivity enable students to engage

with peers and experts worldwide, promoting cultural awareness and a broader

perspective, ultimately driving their motivation to excel academically. However,

ensuring equitable internet access and guiding students on responsible internet usage
 79

are crucial to maximizing the positive impact of the internet on student motivation

and academic performance in District Rahim Yar Khan..

5.2 Findings

We found majority of respondent were well aware of what is Impacts of Internet on

Student Motivation for Learning, in my study survey data was collected from 220

respondents from 3 different public schools, on table one we got to know that 143

respondents were male and 77 female, the age of respondents 72 were between 13 to

15, 148 were between 15 to 18. 64 respondents were from class 9 and 156 were from

class 10. Subject discipline of respondents according to the frequency are 171 science

and 49 arts. Percentage of respondents in their sendup marks 50-75 were 55 and 75 to

100% were 165. Majority of the respondents have personal laptop/computer 153 and

67 have not.

After analysis of data we further got to know that:

49.5 % respondents are strongly agreed to the statement and 27.3 % are agreed about

study while 5.9 % are undecided and 17.3 % disagreed to the statement. I feel that the

availability of the Internet positively influences my motivation for learning at the

secondary level in District Rahim Yar Khan.

50.5 % respondents are strongly agreed to the statement and 38.2 % are agreed about

study while 9.1 % are undecided 1.4 % disagreed and 0.9 % strongly disagreed to the

statement. I believe that using the Internet for educational purposes enhances my

motivation to learn
 80

55.5 % respondents are strongly agreed to the statement and 32.3 % are agreed about

study 12.3 % are undecided to the statement. I perceive a correlation between my

Internet usage and my level of motivation for learning.

This table shows that 51.8 % respondents are strongly agreed to the statement and 35

% are agreed about study while 11.8 % are undecided and 1.4 % disagreed to the

statement. I am more motivated to learn when I have access to online learning

resources through the Internet.

This table shows that 50.5 % respondents are strongly agreed to the statement and

32.3 % are agreed about study while 11.8 % are undecided and 5.5 % disagreed to the

statement. I consider the Internet a valuable tool that increases my motivation to learn.

This table shows that 58.2 % respondents are strongly agreed to the statement and

29.5 % are agreed about study while 11.4 % are undecided and 0.9 % disagreed to the

statement. I find that my engagement in studies is connected to my usage of the

Internet for learning purposes.

This table shows that 51.8 % respondents are strongly agreed to the statement and

40.9 % are agreed about study while 5.9 % are undecided and 1.4 % disagreed to the

statement. I agree that the Internet provides me with diverse learning materials,

thereby boosting my motivation for learning.

 81

This table shows that 54.5 % respondents are strongly agreed to the statement and

26.4 % are agreed about study while 14.1 % are undecided and 5 % disagreed to the

statement. I am more motivated to learn when I can collaborate with my peers online

using the Internet.

This table shows that 55.9 % respondents are strongly agreed to the statement and

39.1 % are agreed about study 3.6 % are undecided and 1.4 % disagreed to the

statement. I believe that the Internet contributes to my development of autonomy and

self-direction in my learning, thereby increasing my motivation.

This table shows that 42.3 % respondents are strongly agreed to the statement and

21.8 % are agreed about study while 19.1 % are undecided 15.5 % disagreed and 1.4

% strongly disagreed to the statement. I feel that accessing real-time information

through the Internet enhances my motivation for learning.

This table shows that 53.6 % respondents are strongly agreed to the statement and 35

% are agreed about study while 11.4 % are undecided to the statement. I perceive a

positive correlation between my academic performance and my usage of the Internet

for learning purposes.

This table shows that 48.2 % respondents are strongly agreed to the statement and

37.7 % are agreed about study while 10 % are undecided 2.7 % disagreed and 1.4 %
 82

strongly disagreed to the statement I agree that using the Internet helps me set and

achieve learning goals, thus increasing my motivation.

This table shows that 55.9 % respondents are strongly agreed to the statement and

29.1 % are agreed about study while 12.3 % are undecided 1.4 % disagreed and 1.4 %

strongly disagreed to the statement I believe that receiving immediate feedback

through online platforms on the Internet enhances my motivation to learn.

This table shows that 55.9 % respondents are strongly agreed to the statement and

32.3 % are agreed about study while 8.2 % are undecided and 3.6 % disagreed to the

statement I find the Internet a source of inspiration for my learning, thus boosting my

motivation.

This table shows that 18.6 % respondents are strongly agreed to the statement and

10.5 % are agreed about study while 21.4 % are undecided 30 % disagreed and 19.5

% strongly disagreed to the statement I believe that having Internet access at school

positively impacts my motivation for learning.

This table shows that 41.8 % respondents are strongly agreed to the statement and

34.5 % are agreed about study while 17.3 % are undecided and 6.4 % disagreed to the

statement I am more motivated to learn when I can participate in online discussions

and forums using the Internet.

This table shows that 19.1 % respondents are strongly agreed to the statement and

20.5 % are agreed about study while 28.6 % are undecided 19.1 % disagreed and 12.7
 83

% strongly disagreed to the statement I feel more motivated to learn when I can

access multimedia content through the Internet.

This table shows that 53.6 % respondents are strongly agreed to the statement and

25.5 % are agreed about study while 18.6 % are undecided 0.9 % disagreed and 1.4 %

strongly disagreed to the statement

5.3 Discussion

In the case of this study, the data collected consisted of responses to a survey

questionnaire and semi-structured interviews with secondary school students in

District Rahim Yar Khan. The data was analyzed using both descriptive statistics and

content analysis techniques.

The study's findings indicate that the internet has had a profound impact on student

motivation for learning in District Rahim Yar Khan. With the wealth of information

and interactive resources available online, students are driven to explore beyond the

confines of the classroom, leading to a higher level of curiosity and intrinsic

motivation. Moreover, the internet's ability to facilitate global connectivity has

expanded students' horizons, exposing them to diverse perspectives and cultures,

which has had a positive effect on their overall motivation to excel academically.

However, the study also highlighted some challenges that need to be addressed. One

significant concern is the potential for internet-based distractions, such as social

media and entertainment, to divert students' attention from academic pursuits. This
 84

calls for the development of digital literacy programs to educate students about

responsible internet usage and time management.

Furthermore, the digital divide remains a critical issue in District Rahim Yar Khan,

with some students lacking equal access to the internet and technology. Addressing

this disparity is crucial to ensure that all students have an equitable opportunity to

benefit from online learning resources, which can contribute to their overall

motivation and academic performance.

5.4 Conclusion
The purpose of this study was to identify Impacts of Internet on Student Motivation

for Learning. The study was conducted using primary data. The data was collected

from randomly selected 220 respondents which include both male and female students

of grade 9 and 10 from three different public schools of district Rahim Yar Khan. The

demographic variables that have been identified are age, gender, grade and subject

discipline also send up marks etc. of respondents. It is also identified that majority of

respondents were have personal computer and majority were male and most of the

respondents grade percentage was above 75%, which means, Students are now more

regularly engaged in the meaningful use of computers and internet has the potential to

enhance.

In conclusion, the study's findings on the effects of the internet on student motivation

for learning at the secondary level in District Rahim Yar Khan highlight the

transformative power of technology in education. The increased accessibility to

diverse educational resources through the internet has ignited students' curiosity,

driving them to explore various subjects and take ownership of their learning journey.

The integration of technology-enhanced teaching methods has further enhanced

student engagement and enthusiasm, making lessons more interactive and tailored to

individual learning preferences

 85

However, the study also underscores the importance of addressing potential

challenges associated with internet usage. Educators and policymakers must prioritize

digital literacy training to equip students with the skills to navigate online information

responsibly and avoid distractions that may hinder academic progress. Additionally,

bridging the digital divide is essential to ensure equitable access to the internet and

level the playing field for all students in District Rahim Yar Khan..

5.5 Recommendation

Based on the study's findings, the following recommendations are proposed to

maximize the positive effects of the internet on student motivation for learning at the

secondary level in District Rahim Yar Khan:

1. Implement Digital Literacy Programs: Integrate digital literacy training into the

curriculum to educate students about responsible internet usage, critical evaluation of

online information, and time management. Empowering students with these skills will

help them make the most of the internet's educational resources while minimizing

distractions.

2. Expand Internet Access and Infrastructure: Work towards bridging the digital

divide by improving internet connectivity and providing access to technology in

schools and communities with limited resources. Ensuring equitable access to the

internet will enable all students to benefit from online learning opportunities.

3. Train Educators in Technology Integration: Conduct professional development

programs for teachers to enhance their proficiency in utilizing technology-enhanced

 86

teaching methods. Equipping educators with innovative tools and strategies will

enable them to create dynamic and engaging learning experiences for their students.

4. Foster Collaboration and Global Connectivity: Encourage virtual collaborations and

exchange programs with schools from different regions and countries. Such initiatives

will expose students in District Rahim Yar Khan to diverse perspectives and cultures,

fostering a sense of global citizenship and enhancing their motivation to learn.

By implementing these recommendations, educational institutions and policymakers

can harness the potential of the internet to foster a more motivated and engaged

student population in District Rahim Yar Khan. Embracing technology while

addressing the challenges associated with its usage will pave the way for a dynamic

and inclusive educational environment, empowering students to thrive academically

and prepare for success in a digitally-driven world.

********************************

References

Al-Qahtani, A. A. (2018). The impact of internet usage on academic

achievement and motivation among Saudi university students. International
Journal of Information and Education Technology, 8(6), 457-461.

Al-rahmi, W. M., Alias, N., Othman, M. S., & Samsudin, K. (2017). The impact
of social media use on academic performance among university students: A
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pilot study. Journal of Information Systems Research and Innovation, 9(1), 17-
22.

Andreassen, C. S., Torsheim, T., Brunborg, G. S., & Pallesen, S. (2012).

Development of a Facebook addiction scale. Psychological Reports, 110(2),
501-517.

Baturay, M. H., & Baydas, O. (2016). Internet usage habits and their
relationship with the academic performance and motivation levels of high
school students. Education and Information Technologies, 21(6), 1465-1476.

Buczek, A., & Wojciechowski, R. (2019). Impact of internet use on student

motivation and self-regulation in mathematics. Computers & Education, 137,
104-115.

Cheung, C. M., Chiu, P. Y., & Lee, M. K. (2011). Online social networks: Why
do students use Facebook? Computers in Human Behavior, 27(4), 1337-
1343.

Kaya, H., & Cakiroglu, Ü. (2016). A comparative analysis of the motivational

level of students towards internet use with regard to various variables.
Educational Sciences: Theory & Practice, 16(4), 1405-1419.

Kuiper, E., Volman, M., & Terwel, J. (2018). The web as a source of
information for students in K-12 education: Which search strategies are
associated with successful search outcomes? Computers in Human Behavior,
78, 372-381.

Li, C., Zhang, Y., & Chen, G. (2021). Impact of mobile internet addiction on
academic performance and self-control among Chinese high school students:
A moderated mediation model. Frontiers in Psychology, 12, 645207.

Pintrich, P. R., & Schunk, D. H. (2016). Motivation in education: Theory,

research, and applications (4th ed.). Pearson.

Questionnaire
 88

Dear Friends,

I am a student of B.Ed. (Secondary) at Virtual University of Pakistan, and I am

currently working on a research topic titled: "Impacts of Internet on Student
Motivation for Learning at Secondary Level in District Rahim Yar Khan." Your
opinions will only be used for research purposes.

Google Form Link:-

https://docs.google.com/forms/d/e/5FAIpQLScdVBqXC_StlNQTPMR-
D420rJ60QSHYJQe6eaYPBJRNUgjM8Pg/viewform?usp=sf_link

Part I: Demographic Information

Name of the Respondent: ______________________.

Information (A) (B)

Age 13-15 15-18
Gender Male Female
Grade 9th 10th
Subject Discipline Science Arts
Use Social Media Yes No
Personal Computer/Laptop Yes No

Part II: Questionnaire Statements for Study

1. I feel that the availability of the Internet positively influences my motivation for learning at
the secondary level in District Rahim Yar Khan.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
2. I believe that using the Internet for educational purposes enhances my motivation to learn.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
3. I perceive a correlation between my Internet usage and my level of motivation for learning.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
4. I am more motivated to learn when I have access to online learning resources through the
 89

Internet.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
5. I consider the Internet a valuable tool that increases my motivation to learn.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
6. I find that my engagement in studies is connected to my usage of the Internet for learning
purposes.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
7. I agree that the Internet provides me with diverse learning materials, thereby boosting my
motivation for learning.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
8. I am more motivated to learn when I can collaborate with my peers online using the
Internet.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
9. I believe that the Internet contributes to my development of autonomy and self-direction in
my learning, thereby increasing my motivation.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
10. I feel that accessing real-time information through the Internet enhances my motivation for
learning.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
11. I perceive a positive correlation between my academic performance and my usage of the
Internet for learning purposes.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
12. I agree that using the Internet helps me set and achieve learning goals, thus increasing
my motivation.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
13. I believe that receiving immediate feedback through online platforms on the Internet
enhances my motivation to learn.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
14. I find the Internet a source of inspiration for my learning, thus boosting my motivation.
Strongly Agree Agree Neutral Strongly Disagree Disagree
 90

(2)
(5) (4) (3) (1)
15. I believe that having Internet access at school positively impacts my motivation for
learning.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
16. I am more motivated to learn when I can participate in online discussions and forums
using the Internet.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
17. I feel more motivated to learn when I can access multimedia content through the Internet.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)
18. I perceive that the Internet contributes to a more positive attitude towards learning among
students in District Rahim Yar Khan.
Strongly Agree Agree Neutral Strongly Disagree Disagree
(5) (4) (3) (2) (1)

***THE END***