IMRAD
IMRAD
Students
I. Introduction
The lack of internet access can be a challenge for students in computer systems services.
Internet becomes a reliable source of information that may help to broad students’
knowledge. This can lead to difficulties in acquiring ICT skills and software and hardware
resources. Having a slow internet connection in schools can have several negative effects on both
students and educators. Slow internet speeds can restrict access to online educational resources,
including research materials, digital textbooks, and educational websites. This limitation can
hinder the ability of students and teachers to access up-to-date information and diverse learning
materials. There may be educational disparities for students attending schools with sluggish
internet connections. It may also act as a deterrent to using technology in the classroom.
Additionally, a lack of internet access can negatively impact online learning and information-
seeking behavior. On the other hand, access to high-speed internet and a home computer can
contribute to academic performance and self-learning skills. Schools and educational institutions
should place a high priority on investing in faster and more dependable internet connections,
proper IT infrastructure, and ongoing professional development for teachers and staff to
minimize these effects. This will help to guarantee that technology is successfully incorporated
into the learning environment. To ensure that all students have fair access to the tools and
resources required for a quality education, efforts should also be undertaken to close the digital
divide.
II. Methodology
The best method for gathering data for this study is an individual face-to-face interview
since it allows for the development of a strong rapport and level of trust between the
researcher and the participant, allowing for a more interactive exchange of queries and
responses. Additionally, it can assist the researcher in evaluating the interview's flow and the
nonverbal indications given by the participants, which can be read as a crucial component of
factual information.
The researcher will conduct individual face-to-face interviews with the participants to
gather the qualitative data for this study. The interviews will be guided by an interview
procedure that includes 12 semi-structured interview questions the researcher created and
vetted and validated to get the best information possible. Before starting the interview, the
researcher. Prior to scheduling an appointment with the chosen participants, the Coordinators
of the school's SHS. The department must first provide its authorization. The researcher will
audio-record their 25 to 30-minute conversation so that it can later be transcribed for content
analysis.
III. RESULTS
The results of this analysis reveal that the computer system services students’ reaction
towards the Lack of Internet can be determined by learning the student’s experiences and
knowledge about the current Lack of Internet. Those students who are affected on their daily
Online activities. This is somewhat different from a study of Coming of age with the internet
(2006) they confirmed that coming of age concurrently with the internet and related
technologies has influenced these young people’s lives. Using coding of domain and dualities
they classify people increasing levels of dependency. From this study, coming of age with the
internet evidence supports Each of the concentric circles presented in the model represents a
domain or sphere in which the internet has affected the lives of these young people. A major
contribution of this study is that it allowed young people to speak in their own voices about a
wide range of influences that the internet has had in their lives. Even though results were
presented based on different ‘spheres of influence’ it is clear that the internet is pervasive.
Source: https://journals.sagepub.com/doi/abs/10.1177/1461444806059871?journalCode=nmsa
IV. Discussion