The influence of internet usage on students' academic performance in secondary schools in Takum LGA, Taraba State
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- NGN 5000
Background of the study
In today’s digital age, the internet has become an indispensable tool for learning, communication, and information sharing. In secondary schools in Takum LGA, Taraba State, increased internet usage among students has opened new avenues for educational enrichment while simultaneously presenting challenges to traditional academic performance. On one hand, access to online resources, digital libraries, and interactive learning platforms can enhance students’ understanding of complex subjects and foster independent learning (Okon, 2024). On the other hand, excessive or unsupervised internet usage may lead to distractions, procrastination, and a decline in academic performance. The dual-edged nature of internet usage has sparked widespread debate among educators and policymakers about its overall impact on student learning outcomes. While several studies have documented the benefits of integrating digital technology into the classroom, there is also evidence that excessive time spent on non-educational internet activities can detract from study time and result in lower academic achievement (Okon, 2024; Musa, 2023). In Takum LGA, the rapid expansion of internet connectivity has outpaced the development of digital literacy programs, leaving many students vulnerable to the pitfalls of the digital world. The influence of internet usage on academic performance is further complicated by factors such as socio-economic status, parental supervision, and the availability of structured digital learning environments. As secondary schools increasingly incorporate technology into their curricula, it becomes imperative to understand how internet usage influences students’ study habits, attention spans, and overall academic outcomes. This study will explore these dynamics by examining both the positive and negative effects of internet usage on academic performance in secondary schools in Takum LGA. Through a mixed-methods approach, the research aims to quantify the relationship between internet usage patterns and academic achievement while also capturing qualitative insights from students, teachers, and administrators. The findings are expected to provide evidence-based recommendations for optimizing internet usage to support rather than hinder academic success (Okon, 2024; Musa, 2023).
Statement of the problem
Despite the potential benefits of internet usage for enhancing educational outcomes, secondary schools in Takum LGA face significant challenges in managing its influence on academic performance. Many students, while benefiting from the vast array of online resources, are also prone to distractions such as social media, gaming, and other non-academic content. This duality has led to concerns that excessive internet use may contribute to reduced study time, lower concentration, and ultimately, declining academic performance (Okon, 2024). Teachers have observed that students often struggle to balance online activities with academic responsibilities, resulting in missed deadlines, incomplete assignments, and lower test scores. Furthermore, the lack of structured digital literacy programs and adequate supervision exacerbates these challenges. The absence of clear guidelines on appropriate internet use within the school setting has left students without the necessary skills to effectively manage their online time. In addition, there is limited empirical research that examines the specific impact of internet usage on academic performance within the local context of Takum LGA. As a result, school administrators and policymakers are often left without concrete evidence to guide the development of interventions that can harness the benefits of digital technology while mitigating its adverse effects. This study aims to address this gap by systematically investigating the patterns of internet usage among secondary school students and their correlation with academic performance. By doing so, the research will provide a comprehensive understanding of the underlying issues and propose practical strategies for optimizing internet use in educational settings (Musa, 2023).
Objectives of the study
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To assess the patterns and extent of internet usage among secondary school students in Takum LGA.
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To evaluate the impact of internet usage on students’ academic performance.
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To recommend strategies to optimize internet usage for improved academic outcomes.
Research questions
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What are the common patterns of internet usage among secondary school students in Takum LGA?
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How does internet usage influence academic performance in these schools?
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What interventions can be implemented to balance digital engagement with academic responsibilities?
Research Hypotheses
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H₁: Excessive internet usage is significantly associated with lower academic performance.
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H₂: Structured digital literacy programs positively moderate the relationship between internet usage and academic achievement.
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H₃: Implementing guidelines on appropriate internet use will result in improved academic outcomes.
Significance of the study
This study is significant as it investigates the critical balance between the benefits and drawbacks of internet usage in educational settings. Its findings will provide educators, parents, and policymakers with actionable insights and strategies to harness the potential of digital technology while minimizing its adverse effects on academic performance, ultimately fostering a more productive learning environment in Takum LGA.
Scope and limitations of the study
This study is limited to secondary schools in Takum LGA, Taraba State, and focuses on examining the influence of internet usage on academic performance. It does not extend to primary schools or other forms of digital technology usage beyond the school environment.
Definitions of terms
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Internet usage: The amount of time and manner in which students engage with online resources and digital media.
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Academic performance: The measurable outcomes of student learning, including grades and test scores.
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Digital literacy: The ability to use digital technology effectively and responsibly for learning and communication.
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