Measuring Internet Addiction and Its Impact on Intermediate Students

overwhelming influence of electronic media on our thoughts and emotions has the potential to significantly affect our lives. By researching this topic, valuable insights can be gained in addressing this concern. To collect information, the researcher utilized Dichotomous questions along with other questionnaire tools.

The text discusses Kimberly Young's Internet Addiction Test, a questionnaire that measures the levels of Internet Addiction and its sociological impact. The International Development Research Centre (IDRC) drafted the questionnaire to assess the behavioral, psychological, and physical effects of the internet on Intermediate students. Additionally, Miss Sunanda Jati, a lecturer at Dau Dayal Girls P. G., helped create an additional questionnaire.

A college conducted a study to investigate the social media usage of intermediate students. The test items were evaluated by experts to assess their appropriateness, relevance, and language. Feedback was considered and adjustments were made accordingly. The study sample consisted of intermediate students, ages sixteen to eighteen, from both genders, selected using the Purposive Sampling technique.

The sample for the survey was randomly selected from the Intermediate students of Army School, Agra Cantt, Agra. The total number of students at the school was 387, and the survey investigator selected 285 students based on their availability. From this group, 100 students (50 boys and 50 girls) were shortlisted for the survey as they matched the criteria for the researcher's study. The researcher personally collected the data by visiting the school.

The students were given instructions for a test with a time limit of 35 minutes. After completing the test, their answer sheets were collected and scored using a key. The scores were then analyzed statistically. To gather additional information, the investigator had the students

fill out a questionnaire, which was designed for this purpose. Out of the 285 students who answered the questionnaire, 100 were selected, taking into account potential errors.

In order to conduct a fair study, the sex ratio was mentioned to include 50 boys and 50 girls. The collected data was analyzed by classifying, tabulating, and subjecting it to statistical analysis. The data was then interpreted using the simple percentage method. The findings and discussions are as follows:
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This study examines the relationship between respondents' attributes, such as gender and age, and their Internet usage. Findings show that 28.5% of participants spend 40 or more hours online per week, indicating addictive behavior. The study also investigates the duration of individuals' Internet usage. Out of a hundred surveyed students, 34% have been using the Internet for three years. Among these students, boys represent 44%, while girls make up 24%. This suggests that a larger proportion of boys started using the Internet at an earlier age compared to girls. Over the past three years, boys consistently utilized the Internet, whereas girls experienced a significant increase primarily within the last two years.

Based on the data, both boys and girls have an equal chance of developing internet addiction. Boys who spend 5-9 hours per week online make up 6% of the total, while girls account for 2%. The percentages rise for spending 10-19 hours per week, with boys at 10% and girls at 8%. Lastly, for those spending between 20-29 hours per week on the internet, boys represent 14% and girls represent 18%.

The text emphasizes the internet's use and dependence by students. The research indicates that among students spending 30-39 hours online,

28% are addicted, with boys accounting for 26% and girls for 30%. Furthermore, among those spending 40-49 hours online, the overall addiction percentage rises to 43%, with boys comprising 44% and girls comprising 43%. This consistent increase in hours suggests a higher addiction rate among boys compared to girls, although girls are not far behind regarding internet usage. The study also examines students' online activities, revealing two areas of agreement or disagreement based on their usage and understanding. Specifically, when it comes to email usage on the internet, there is a consensus among 95% of students, with boys representing 94% and girls representing 96%.

The study discovered that a small percentage of boys (6%) and girls (4%) held different opinions on the findings. The proportion of girls with email accounts is greater than that of boys. It was observed that students use chat, messaging, and email to connect with friends worldwide, similar to how some girls used to have pen pals in the past. This trend is also evident in instant messaging, where 67% agreed and 33% disagreed. Among those who agreed, 76% were boys and 58% were girls; among those who disagreed, 24% were boys and 42% were girls. Additionally, the study revealed that students spend time on irrelevant websites, participate in chat room gossip, communicate with internet pen pals, and engage in interactive games instead of productive activities.

According to the study, Facebook.com is the most popular social networking site, accounting for 38% of overall usage. Among users, girls make up 40% and boys account for 36%, indicating that girls are more active on Facebook than boys. Orkut holds second place with a total usage

rate of 27%, where boys represent 30% and girls comprise 24%.

Hi5.com ranks third in the aforementioned ranking, with 21% of users. Out of these users, 20% are boys and 22% are girls. Additionally, it was observed that students have multiple accounts on various sites. Notably, the other sites like ibibo.com, MySpace Sites, and Bigadda had minimal usage and awareness.

Despite having differing opinions, students expressed both positive and negative effects of the Internet. They acknowledged its value as a research tool, recognizing its advantageous qualities in terms of information accessibility and educational opportunities. A majority of 81% of students shared this perspective, with 84% of boys and 78% of girls holding the same view.

The students strongly believe that the internet has provided opportunities for sharing information with friends that they wouldn't have had otherwise. The Internet has been widely praised as an important educational tool, leading schools to incorporate internet services into their classrooms. However, children's internet usage does not improve their performance in school because the online information is too disorganized and unrelated to school curriculum and textbooks, thus not helping students achieve better results on standardized tests.

Another group of students discussed how the internet has enhanced their relationships with family and friends. It's worth noting that 94% of students reported enhancing their relationships with friends, with 98% being boys and 94% being girls. In contrast, only 34% of students reported enhancing their relationships with family, with 22% being boys and 32% being girls. This clearly demonstrates a significant difference between the two situations.

Students, regardless of personal acquaintance, have a shared belief in enhancing friendships. A significant majority of students, 81% of boys and 94%

of girls, acknowledge the internet as promoting gambling and infidelity. This finding suggests that boys are more conscious of the adverse effects of the internet. On the other hand, girls, who have recently embraced online usage, either remain unaware or choose to disregard the associated risks.

7. The following are some descriptions of students' internet usage: 56% of boys and 40% of girls agreed that they find it difficult to start working, while 44% of boys and 60% of girls strongly disagreed with this statement, totaling 52%. This clearly shows that although boys appear more addicted, girls are not far behind. 24% of boys and 32% of girls agreed that they are willing to stop their online activities for work, while 76% of boys and 68% of girls disagreed with this statement, totaling 72%. This indicates that boys are more prone to online addiction. The boisterous nature of humans was evident when 84% of boys and 78% of girls claimed to know their strengths. Additionally, 82% of boys and 76% of girls claimed to enjoy taking responsibility for making decisions.

Internet addiction cannot be defined by one specific behavior. When these behaviors become uncontrollable and begin to dominate one's life, they encompass excessive Internet usage, constant preoccupation with being online, deceptive actions or concealment of online activities, and an inability to regulate or reduce online behavior. The survey was conducted to assess the inclination of students towards Internet addiction and surprisingly revealed that both boys and girls have an equal susceptibility. A staggering 92% of students confessed to struggling with restricting their time spent on the Internet.

The text indicates that a large majority (98%) of

respondents struggle to refrain from using the internet for long periods of time. Furthermore, 92% acknowledged their unsuccessful attempts to decrease their internet usage. Despite this, there is a small percentage (4%) who find great pleasure and satisfaction in being online. Additionally, it was found that 92% of participants have made repeated efforts to control, reduce, or completely stop their internet use.

Regarding sociological impacts, the study revealed concerning results. Specifically, 86% of students stated a preference for the excitement they experience when spending time with friends or family on the internet.

90% of individuals consistently entered into new relationships with other online users. A staggering 92% admitted to habitually checking their email before beginning work. Conversely, 3% acknowledged that their academic performance suffers due to excessive time spent online. In addition, 77% confessed to reducing the duration of extracurricular activities in order to prolong their online presence.

78% of individuals acknowledged that having internet access at school has decreased their work productivity. Additionally, it was concerning to discover that 74% and 54% of respondents admitted to jeopardizing significant relationships and career opportunities due to internet usage, as well as facing problems at school as a result of their personal use of internet services provided on campus. Notably, the questionnaire assessing the impact of behavior indicated a growing indication of internet addiction. Another alarming finding was the diminishing gender disparity in addiction tendencies, as both boys and girls now exhibit similar signs of addiction.

92% of students admitted to making unsuccessful efforts to reduce their time spent online, often skipping classes and sacrificing sleep by staying up late or waking up early to be on the internet. 3%

acknowledged that their excessive internet use led to a decline in their interest in socializing and engaging in recreational activities. The addictive nature of social networking sites was identified as the primary cause for the change in their behavior. 11.

The economic impact questionnaire reveals that the internet is impacting our students' psychological, physical, and financial well-being. The survey indicates that 80% of students find the cost of internet affordable and 96% prefer to pay for their own browsing. Additionally, 94% of students fund their internet usage with their pocket money. Students also believe that their online activities are worth the money spent, as noted by 95% of respondents. Furthermore, 81% enjoy spending money on internet cafes and 40% feel restless when lacking sufficient funds for online activities. Conversely, when questioned about their online behavior, 86% of students become defensive or secretive according to psychological and physical analysis.

The fault lies not in the technology itself, but rather in human behavior. A staggering 82% of individuals acknowledged their anticipation for their next online session. These participants often faced difficulty in controlling impulsive actions and felt intense urges to go online even when attempting to restrict themselves. Additionally, physical symptoms may also manifest.

Excessive internet use can lead to fatigue or drowsiness in students during class and cause physical issues such as carpal tunnel syndrome, back strain, and eye strain from prolonged sitting and computer usage. This dependency has both physical and psychological consequences, including depression, withdrawal, irritability, and anxiety. Astonishingly, 90% of students confess to fearing that life without the internet would be devoid of fulfillment, excitement, and happiness. Moreover, 66% of students deal with negative

thoughts by substituting them with comforting thoughts about the internet.

68% of individuals acknowledge that they engage in snapping, yelling, or displaying annoyance when interrupted while being online. This behavior is noticeable through their angry and resentful outbursts towards anyone who questions or attempts to disrupt their internet usage. Additionally, 90% of these individuals struggle to reduce the amount of time they spend online, making it increasingly challenging for them to fulfill their responsibilities at school or home. They experience restlessness, irritability, and anxiety when not using the internet, and despite their efforts, they are unable to effectively reduce, control, or stop their usage.

Internet addicts face various physical, psychological, and social issues as a result of their excessive usage, but they continue to engage in their online behavior. A significant percentage of them (89%) have attention deficit disorder. Additionally, emotional problems such as depression and anxiety-related disorders are common among internet addicts, who often resort to the virtual world to escape negative feelings or stressful situations. A small percentage (3%) prioritize the internet over spending time with family members and confess to lying about the extent of their internet involvement. Relationship problems are prevalent among internet addicts, with nearly 75% experiencing difficulties. They often rely on interactive online platforms like chat rooms, instant messaging, or online gaming to establish new relationships and feel more comfortable interacting with others on the internet. Excessive internet use also leads to sleeplessness in 57% of cases.

According to the study, 70% of participants admitted to feeling depressed, moody, or nervous when they are offline. Additionally, responses such as excitement, happiness, thrill, lack of inhibition, attractiveness, supportiveness, and desirability indicate that the

use of the internet has significantly altered the mood state of students. Many of the students in the study were found to have severe academic impairments, including poor grades. In fact, 65% of students acknowledged spending less time studying because of their internet usage. This decrease in study habits has led to issues such as missing classes and a noticeable drop in grades. Furthermore, students may also be less involved in extracurricular and social activities. However, there was no significant difference found between genders in this aspect of the study, suggesting that both genders are facing similar challenges.

Conclusion: Research suggests that Internet addiction is frequently linked to other forms of psychological distress, including depression, impulse control disorder, and low self-esteem. Individuals with Internet addiction are no longer limited to high-profile, well-educated individuals seeking knowledge. Recent studies indicate that Internet addicts can be of any gender and generally fall within the age range of 16-18 years. Furthermore, it seems that many individuals develop an addiction to the Internet for social rather than intellectual reasons.

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