The Impact of Prolonged Internet Usage on Academic Performance of Preteens and Teenagers

Internet populations. They spend more time online than adults and surpass all other age groups in their use of chat, instant messaging and other new forms of electronic communication (BATAT, Wided, 2008). The following study will take into account several variables and measures to provide a comprehensive and plausible result to ensure the validity of the study.

The study will take into account numerous variables such as duration, frequency and media quality viewed by the study subjects. 2. Problem Domain Using widely accepted and conclusive studies conducted in the past it is possible to draw a conclusion that links teenage users and recreational online activity. Taking into account the average usage of a standard student within the age group of 11-15 it is possible to conclude that many students would have severe changes in their academic records due to the myriad of distractions the internet offers its patrons.

The research problem includes a constraint that allows the researchers to analyze a particular segment of the online population. The constraint allows a group of students of similar psyche and environments to be analyzed therefore avoiding unnecessary variables from interfering with the results of the study. The research problem is stated below: The Impact of the Internet on the Academic Results of Children: Primary and Secondary Education The study includes age groups that are of similar growth and academic environments.

Therefore many variables are overcome by using similar environments. Many of the age groups labeled within the research problem have access to the World Wide Web through their academic and home environments. The focus of the research problem is to isolate and analyze the effect of online activity on academic

results therefore a core assumption of the study is that all students must be of similar intellectual levels. Hence each student will suffer similar penalties through excessive online activity.

The usage of a large sample will remove any additional variables that may deter or hinder the results of the study. An additional assumption must be drawn which states that: All schools and homes follow a single curriculum to ensure that all students are facing similar workloads and schedules. Does prolonged Internet usage have an effect on the academic results of students within the age group 11-15? 3. Research Question The research question (pg. 7) elaborates further on the initial concepts of the study and therefore provides a more detailed description of the purpose of the study.

Academic results and prolonged internet usage are the two main factors that will vary depending on the measures and variables used during the measure of the results and survey. The methodology will include the variables and measures stated within the research question. Due to the wide breadth of the study many measures and variables have to be taken into account to ensure that an accurate result can be procured. 4. Conceptual Model Excessive Internet Usage Social Media Addiction Excessive Usage of Online Media Academic Performance

Study Activity Academic Results Figure 1 Conceptual Model 5. Hypothesis Two hypotheses have been drawn up to provide a sense of direction for the study: H1: Increased social media addiction causes a reduction in study activity H2: Excessive usage of entertainment media causes a distraction in study activities The H1 hypothesis states that social media can be detrimental in excessive usage. Its validity lies in the limited amount

of time available to students for personal use. Therefore it can be considered a viable assumption.

Social media includes numerous forms of media including websites and online footage. The second hypothesis states that excessive usage can lead to distraction. The sheer amount of media available on the internet can lead to countless hours of viewing and listening. Therefore the amount of time remaining for academic pursuits can be severely limited thereby causing an indirect yet detrimental effect on the academic performance of students. Each hypothesis takes into account the online and academic activity thereby comparing the two main variables of study.

The two assumptions focus on two distinct factors that hold a majority stake in the study. Entertainment and social media are considered the largest segments of online activity and therefore become the ideal variables to base the study upon. 6. Operationalisation of the Conceptual Model Concept| Variable| Indicator| Measure| Excessive Internet Usage| Social Media Addiction| Frequency of use| Number of times student logs in| | | Intensity of activity| Number of messages or instant messages sent, Number of wall posts (updates/status’)| | | Duration| Number of hours per day spent| | Level of Socialization| Number of friends, number of friend requests sent| | Excessive use of entertainment mediae. g. lulu, hulu, myspace, youtube, veohtv, metacafe| Duration| Number of hours per day spent| | | Diversity| Number of different sites visited| | | Frequency| Number of videos watched| | | Knowledge Gained| Type of media watched| Academic Results| Study Activity| Time spent on studies| Ability to recall learnt material| | | Distraction| | | Academic performance (Throughout the Academic Year)| End of term examinations| Percentage of Results|

| | Homework/Assessments| | | Interpersonal Skills| Oral and written communications| 7. Methodology The Operationalisation data table represents the parameters and types of data that will be used with the study conducted on the students within the age group 11-15. Many of the measures and variables used have been drawn from previous studies to ensure the viability of the measures. All measures are taken into account during the final stage of the study to limit discrepancies and errors. The data will be collected through means of questionnaires and interviews. . Works Cited BATAT, Wided. 2008. Exploring adolescent development skills through Internet usage: a study of French 11–15 year olds. International Journal of Consumer Studies. 32, pp. 374-380. BECKER, Henry Jay. 2000. Who’s Wired and Who’s Not: Children’s Access to and Use of Computer Technology. The Future of Children CHILDREN AND COMPUTER TECHNOLOGY. 10(2). ELISHEVA F. GROSS, Jaana Juvonen, and Shelly L. Gable. 2002. Internet Use and Well-Being in Adolescence. Journal of Social Issues. 58(1), pp. 75--90.