Effects of Socio-economic, Demographic and Internet Exposure Factors on School Performance among Selected Students of Nilkhet High School

Abstract

Abstract:A cross sectional study was carried out to investigate the effects of socio-economic, demographic and internet exposure factors on school performance among 10 grade students of Nilkhet High School. All of the eighty seven students were selected for this study. In this study school performance was measured by class roll number. The lower the class roll number the better the school performance. During Chisquare test grade (A+, A, A-, B, C, D) achieved in the class 9 final examination was taken as dependent variable. An upper grade indicates better school performance than lower grade. Class roll number were highly negatively correlated with the factors-actual income of the family, actual monthly tuition cost, number of rooms in the house, number of earning persons in the family, and this correlation was significant (p<0.01) at 1% level of significance. Chi-square test was used to check for association between the category of these factors and the school performance measured by grade. Chi-square test also found highly significant. In Chi-square test some of the other factors namely highest education of mothers (p<0.05), highest education of fathers (p<0.05), occupation of fathers (p<0.01), and occupation of mothers (p<0.05) were significant. Maximum 80.7% change in school performance was found when we studied the aggregate effects of fourteen factors. The school performance measured by grade of the students was significantly related with the work on internet and number of friends in Facebook because the Chi-square test shows the P-value<0.01. Maximum 43.5 % changes occurred in school performance when number of friends in Facebook was significant at 1% level of significance and both work on internet and Facebook account were significant at 10% level of significance.

Exploitation of Social Networking Sites and Its Impacts on Students’ Academic Results: A Quest for Correlation or Misspecification in Bangladesh

“…Although the frequency of using different SNSs is well documented in the literature (See Asad, et al, 2012;Chen, & Bryer, 2012;Gonzalez, 2009;Hampton et al, 2011;Lenhart, 2009;Mafiz, Ismail and Bhuyan, 2011;Pew, 2009;Rainie, 2011), none of the aforesaid studies and other previous studies have assessed the quantity of active SNSs that each student may have and its association with that student's academic results. Besides, impacts of both, the quantity of installed mobile messaging applications and its frequency of use, on students' academic results have not been explored yet in Bangladesh.…”

“…However, by utilizing non-parametric statistics (Chi square test), both of these two aforesaid studies have significantly concluded that, (i) the school performance measured by grade of the students was significantly related with the work on internet (Mafiz, Ismail and Bhuyan, 2011), and (ii) students' poor performance (lower grades) is one of the negative effects of using SNSs (Asad, et al, 2012).…”

“…Mostafa (2011) also has identified in his study that, most (82.5%) of the students responded that internet can play a significant role in the field of education. Mafiz, Ismail and Bhuyan (2011) have studied the impact of socio-economic, demographic and internet exposure factors on school performance among 10 grade students of Nilkhet High School and hence, they have found that, overall 80.5% out of 87 students were exposed to internet, and among these internet users, 79.3% had Facebook account. They also have found that, majority of the students (50.6% out of 87) used internet for entertainment, 20.7% used internet for educational purposes (Mafiz, Ismail and Bhuyan, 2011).…”

“…Mafiz, Ismail and Bhuyan (2011) have studied the impact of socio-economic, demographic and internet exposure factors on school performance among 10 grade students of Nilkhet High School and hence, they have found that, overall 80.5% out of 87 students were exposed to internet, and among these internet users, 79.3% had Facebook account. They also have found that, majority of the students (50.6% out of 87) used internet for entertainment, 20.7% used internet for educational purposes (Mafiz, Ismail and Bhuyan, 2011). Besides, Asad, et al (2012), by studying 200 respondents comprised of 100 teachers and 100 students, have found in their study that, Facebook is used by 90% students and 82.1% teachers; 47% of students and 57.1% of teachers have logged on in to these SNSs at least once in a day; 87% students and 96.4% teachers have used their computers to access internet; 22% students have used mobile phone and 36.9% teachers have used the same device for accessing it In terms of different devices to access the internet and different places from where the internet has been accessed, they have found 87% have used computers, 22% used their mobile phones and 2% used other devices; and majority (52%) have accessed the internet from their hostels, 43% from computer laboratory, 8% from their classes and 3% from the library respectively.…”

“…Rahman, (2002) has evaluated the internet and its access; Lane (2006) has conducted a case study for the GSM association; Roknuzzaman (2006) has conducted a survey on internet access in a large public university; Alam, Kabir, and Elizabeth (2006) have looked at the implementation and evaluation of e-learning; Islam and Selim (2006) have examined the current status and prospects for e-learning in the promotion of distance education; Azam (2007) has studied the internet adoption and its usage; Debnath and Mahmud (2007) have scrutinized the E-commerce environment; Mohseni, Dowra and Haghighat(2008) have investigated whether the use of internet is making people socially isolated or not; Islam and Grönlund (2011) have studied the pros and cons of the digitalization process in Bangladesh, Islam and Ahamed (2011) have evaluated customers' attitude towards wireless internet; Mostofa (2011) has scanned the access and use of internet among business students of a private university of Bangladesh; Mahmud (2011) has checked up the private university student's attitudes towards internet; Akhter, Siddique and Masum (2011) have analyzed the effect of social network on job satisfaction and employee performance; Zaman and Chowdhury (2012) have analyzed the present status, future prospects and challenges of technology driven banking; Alam (2013) have investigated the future prospect of '3G' network in Bangladesh; Rahaman, Ullah and Shafayet (2013) have explored the factors that are influencing Facebook privacy awareness of Bangladeshi undergraduate university students. But none of them have investigated the impacts of the use of social networking sites on Bangladeshi students' academic results in any of their aforementioned studies except, Asad, Mamun & Clement (2012) who have surveyed the effect of social networking sites to the lifestyles of teachers and students; and Mafiz, Ismail, and Bhuyan (2011) who have assessed the effects of socio-economic, demographic and internet exposure factors on school performance among selected high school students.…”