Research Journal of Recent Sciences _________________________________________________ ISSN 2277-2502 Vol. 3(9), 34-38, September (2014) Res.J.Recent Sci. International Science Congress Association 34 Relationship between Internet Competency and Academic Achievement of Science Students in Bachelor LevelEshaghali Azizi Department of Studies in Education, University of Mysore, Mysore, Karnataka, INDIAAvailable online at: www.isca.in , www.isca.me Received 18th October 2013, revised 12th January 2014, accepted 13th February 2014Abstract This paper was aimed to answer whether there is relationship between internet competency (IC) and academic achievement (AA) among science students in bachelor level with various combination of subjects (PCM, PMCs and CBZ). This was a correlation study with prediction and analytical research. A total of 254 science students in bachelor level of final year were drawn randomly from the four chosen colleges giving representation to three different combinations- PCM, CBZ and PMCs. One college under each type: Private Aided College, Private Unaided College, Government College and Mysore University Constituent College. One of chosen using convenience sampling technique. The IC questionnaire prepared by the researcher employed to assess IC in total and component wise. The data analyzed using Pearson's Correlation Coefficient and Multiple Regression. The findings indicated that component of information search significantly and negatively correlated with AA of science students in bachelor level with different combination of subjects (PMCs, PCM, and CBZ). Further results showed that in total there was no significant positive relationship between IC and AA of Science Students in Bachelor Level. Keywords: Internet competency, information management, search, computer general knowledge, ability, communication and collaboration, general webpage and academic achievement. IntroductionThe essential usage of information technology is an important index of national and economic growth. New finding of technology especially computer technology cause different change and make things easier for use in routine life. Technologies role is so important and one of the important issues in education policy in the world. In the educational area, many specialists have same ideas in using information and communication technology. Usha explains the use of internet especially (WWW) causes a new horizon of the information production and delivery that global caused digitization programmes. Ojedokun and Owolabi believe that teacher should change their teaching method and learn Internet skills. Teachers have to learn new method and teach to their students to use Internet to acquire new information. In some developed countries, the educational institution in particular are essential users of ICT, they understand the fact that ICT provides more useful teaching and learning processes. The web is essential source of acquisition of information in academic level. Scholars can find different articles in Web. Any information in research field can be found on the online website. The barriers of communication are broken through Internet. The connection through net is easy without any limitation and barrier. And many facilities are available for the users without any obstacle. The Internet provides opportunity to use up-to-date research findings in different topics, Such as technology and science, art and music, finance and business. Thus it is important tool of learning in electronic eras. Student should have new skills for better use of Internet facilities, for evaluating the quality of found sources, in web designing information in using chartrooms or etc. Internet Competency (IC) is the ability of a person to use the Internet correctly. It is a mixture of skills and knowledge of using the Internet to improve their action. Learning is one of the essential factors in the advancement. Human beings gain his/her success in the light of leaning. There are many factors that affect the learning which one of them is individual IC. The Internet have the influence on the social life of individuals, leisure, consumer, community well-being and economic6,7,8. The Internet facility is easy for use and prepares many benefits for person in daily life. (e.g. social life, work life, leisure life and education life). Some authors proposed that the Internet has direct influence on Academic Achievement (AA) with using of educational software, and the provision of essential information9,10. Others suggest that the Internet prepare practices for socialization as it provides the closeness of human's relationships without time consuming and location11,12 . The significance of present study is the fact that nowadays the Internet is essential factor in individuals life, institutions in India. The recent decades have witnessed a dramatic increase in the usage of the Internet and an unprecedented increasing computer-based technology. Computer technologies and the Internet cause social changes in modern society. Since computers are a common tool of daily living for a more population, the Internet has a great influence on quality of life. Statistical research show us that global Internet users numbered Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 3(9), 34-38, September (2014) Res. J. Recent Sci. International Science Congress Association 35 16 million in 1996, and increased to 500 million by 200113. For example, 90% of American teens use the Internet, up from seven in 200014. However, as affirmed in above, India is grows very fast in Internet use. Adolescents and youth use a lot from Internet activities than adults15. The findings of this study can identify the relationship between IC and AA of students, Administrators and teachers can inform students about the role of Internet in improving their AA. Furthermore, they can encourage students to use the Internet to increase their knowledge, and give more Internet facilities available for Bachelor Degree Science Students. Adegoke16 showed that most of the students use the Internet easily. Most of the students that have facility to use the Internet browse more for other purpose (socio-networking sites). The relationship between Internet browsing and students’ achievement in Agricultural Science through positive is not significant. YangKim17 showed there is no statistically significant correlation between Internet use and AA. Total Internet access was highly correlated to nonacademic related Internet browsing. Although not statistically significant, the consistent negative correlations between nonacademic Internet use with both self-regulation and achievement shows that the Internet is fascinating distraction to achievement which may related to lack of self-regulation. Puzziferro18 showed that online technologies self-efficacy scores have not correlation with student performance Jackson, Von Eye, Biocca, Barbatsis, Zhao and Fitzgeraldshown that children who used the Internet are given more point on standardized tests of reading achievement and higher mark averages 6 months, 1 year, and 16 months later than did children who used it less. Grown children accesses the Internet more than younger children, but age limitation had no influence on the nature or the academic performance usage of Internet. Lim19 indicated that Internet information literacy correlated with Internet literacy (mechanical aspect) at a relatively high coefficient (0.71) and with computer literacy at coefficient of 0.67. Further, there was correlation between the frequency of use of the Internet for schoolwork and the literacy level of the participants in computer, Internet and information literacy, and also their innate ability. The present survey is a try to study the relationship between IC and AA of Bachelor Degree Science Students. It is hypothesized that there is significant relationship between IC and AA of Science Students in Bachelor Level with differ combination of subjects Physic, Mathematics and Computer Science (PMCs), Physic, Chemistry and Mathematic (PCM), Chemistry, Botany and Zoology (CBZ). Methods The population of this survey are used from final year of students of Maharani Science College for Women, Government First Grade College for Women in Vijayanagara, Yuvaraja College, Saradavilas College, Government First Grade College in Kuvempunagar, Teresian College, Mahajana First Grade College, NIE Science College, MMK and SDM College for Women, College ST. Josephs First Grade colleges and Mallamma Marimallappa Science and BBM college, that have science matter in various combinations as (PCM, CBZ and PMCs) in Mysore city (Karnataka - India). Just 2 colleges (ST. Josephs First Grade colleges and Mallamma Marimallappa Science and BBM College) were excluded from the population, because they were not final year students. The population volume was 745 students as detailed here: PMCs (234 students), PCM (323 students) and CBZ (188 students)20. Convenience sampling methods used to choose the colleges in Mysore city and random sampling technique used to show last year students from the various colleges giving representation to different combinations–CBZ, PCM and PMCs. Totally 254 students were selected according to the table of Krejcie and Morgan21. All the colleges constituting the sample of the study are affiliated to University of Mysore. One College was selected under each kind of college: Private aided College, Private unaided College, Government College and University of Mysore Constituent College. The given details of sample elected for the study in table 1. The IC Scale used in this research paper to determine IC created by the scholar. This scale combines of 6 components- information search, communication and collaboration, computer general knowledge, general webpage using, computer general ability and information management. Each component consisted of multiple items. In whole, this Scale contained 72 Items. The IC Scale used to assess IC in total and each component. This scale included of 6 major components. Each component including of several items in each component, each item has 5 levels of responses like Very Good, Good, Average, Poor and Nil. Which were given rating of 4 to the very good, 3 to the good, 2 to the average, 1 to the poor, and 0 to the nil. Each item scored by assigning the number allotted to the corresponding rating and the total score on each component was get by calculating the mean of the scores assigned to every one of the items in that component. For reliability the scale given to faculty members and Ph.D students of Department of Education in Mysore University and Regional Institute of Education Mysore, Department of Studies in Psychology and Department of Computer Science. Based on the discussion with them and their offer, selected items were modified; certain items added or reduced and finalized the instrument. Cronbach alpha coefficient used to represent its reliability and it was found to be 0.97 for the whole scale. Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 3(9), 34-38, September (2014) Res. J. Recent Sci. International Science Congress Association 36 Table-1 Details of the sample for the study No. Kind of College Population and Sample Combination of fields Total CBZ PCM PMCs F M T F M T F M T 1 Pvt. Aided Population 9 20 29 10 44 54 0 13 13 96 Sample 4 8 12 4 18 22 0 5 5 39 2 Pvt. Unaided Population - - - 11 - 11 35 - 35 46 Sample - - - 5 - 5 14 - 14 19 3 UOM Constituent College Population 12 50 62 25 109 134 28 50 78 274 Sample 5 20 25 10 44 54 11 20 31 110 4 Government Population 82 - 82 97 - 97 34 - 34 213 Sample 33 - 33 39 - 39 14 - 14 86 Total Population 103 70 173 143 153 296 97 63 160 629 Sample 42 28 70 58 62 120 39 25 64 254 This is a correlation study with descriptive and analytical research. Further involves prediction of most contributing variables to the AA of Science Students in Bachelor Level through Regression analysis. The data was collected using IC questionnaire. During administration of the scale, clarifications were given for certain items on demand. The analyzed data used Pearson correlation coefficient and Multiple Regression with SPSS. Results and Discussion From the table 2 it is clear that only one IC component (information search) significantly and negatively correlated with AA. Information search was found to be significantly and negatively with AA (r= -.134; p.05). Table-2 Results of Pearson's Correlation Coefficient for IC and Academic Achievement of Science Students in Bachelor Level with different subjects-CBZ, PMCS, PCM- (in total and component wise) *Significant at the 0.05 level NS: Not Significant. Rest of the correlation coefficients between IC components in total (r= -.04; p&#x-3.3;ĺ ¦.05) and IC components -Computer General Ability (r= -.03; p&#x-3.3;ĺ ¦.05), Computer General Knowledge (r= -.02; p&#x-3.3;ĺ ¦.05), Communication and Collaboration (r= -.02; p&#x-3.3;ĺ ¦.05), General Webpage Using (r= .00; p&#x-3.3;ĺ ¦.05) and Information Management (r= -.03; p&#x-3.3;ĺ ¦.05) with AA were found to be independent of each other including total scores both for IC and AA. Table-3 Regression of Academic Achievement on IC model summary and ANOVA Model r r Square Adjusted r Square df F P 1 .24 .06 .05 2, 251 7.53 .001** **P0.01 The Multiple Regression was used to assess the multiple coefficient of correlation between IC components and AA in students. So the variables such as communication and collaboration, information search, computer general knowledge, general webpage using, computer general ability and information management as predictors and AA (G.P.A.) as a criterion variable were entered into the regression equation with the Stepwise method. The multiple coefficients of correlation among the variables were 0.24 which explains 6% of variance of average marks (R=0.06). Further table 3 shows that the model is significant (F=7.53, P0.01). Table-4 Regression Coefficient of IC among the students Predictors Standardized Coefficients t P Value Beta (Constant) 21.02 .000 Information Search -.42 3.89 .000** General Webpage Using .35 3.21 .002** Table 4 shows that among the components of IC, information search (Beta= -0.42, t=3.89, p0.01) and general webpage using (Beta= 0.35, t=3.21, p0.01) were the best predictor of AA (G.P.A.)of students. Internet Competency Components Academic Achievement R-value P- value Computer General Ability -.03 .632 NS Computer General Knowledge -.02 .734 NS Communication and Collaboration -.02 .774 NS General Webpage Using .00 .981 NS Information Search -.13 .033* Information Management -.03 .646 NS Total IC Components -.04 .542 NS Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 3(9), 34-38, September (2014) Res. J. Recent Sci. International Science Congress Association 37 Table-5 Regression Coefficient of IC components among the students (Excluded Variables) Variables Beta In t P Value Computer General Ability .08 .9 .371 NS Computer General Knowledge .12 1.23 .219 NS Communication and Collaboration .06 .57 .570 NS Information Management .02 .16 .870 NS Table 5 shows that among the components of IC, computer general ability (Beta= 0.08, t=0.9, p�0.05), computer general knowledge (Beta= .12, t=1.23, p�0.05), communication and collaboration (Beta= 0.06, t=0.57, p�0.05) and information management (Beta= 0.02, t=0.16, p�0.05) were not the predictor of AA (G.P.A.) of students. Therefore the above variables have been removed in the model. Discussion: Result of this study indicated that component of information search significantly and negatively correlated with AA of Science Students in Bachelor level with different combination of subjects (PMCs, PCM, and CBZ). This means that more usage of the information search on the sites and databases by students to decrease the student AA. In the contrary any amount of Information Search on the sites and databases by students, increase their AA. This result is similar with the results of studies by Lim19, showed that there is correlation between the frequency of use of the internet for schoolwork and the literacy level of the participants in internet, computer, information literacy and their innate ability. Other result in this paper showed that there is no significant correlation between total IC and AA, computer general knowledge and AA, computer general ability and AA, communication and collaboration and AA, general webpage using and AA, information management and AA of science students in bachelor level with different combination of subjects (PMCs, PCM, and CBZ). This means that in this study the components of IC mentioned in above has no impact on the AA of science students in bachelor level with different combination of subjects (PCM, PMCs and CBZ). This finding is on par with the results of studies by Yang Kim17, Adegoke16, Puzziferro18, Jackson, Von Eye, Biocca, Barbatsis, Zhao and Fitzgerald. YangKim17 showed there is no evident correlation between Internet use and AA. Total internet access was highly correlated to nonacademic related internet browsing. Adegoke16 indicated most of the students that have access to the Internet browse more for non-educative information. The relationship between Internet browsing and students achievement in Agricultural Science through positive is not significant. Puzziferro18 states that online technologies self-efficacy marks are not same with students' ability. Jackson, Von Eye, Biocca, Barbatsis, Zhao and Fitzgerald revealed that children who used the Internet more had higher ability on standardized tests of reading achievement shows better mark during 6 month, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age have no effect on the nature or the academic performance benefits of Internet use. Further result shows that information search component and general webpage using component were the best predictor of AA for students of science students in bachelor level with different combination of subjects (PMCs, PCM, and CBZ). However the other components of IC - information management, computer general knowledge, communication and collaboration and computer general ability were not the predictor of AA for students of science students in bachelor level with different combination of subjects (PMCs, PCM, and CBZ). The Internet is used for instruction and learning in colleges and classrooms. Although, there are problems with Internet use such as Internet addiction or unregulated Internet use22. When students use the Internet academically or non-academically, both can influence their learning positively or negatively. The Colleges affiliated to university of Mysore should have to use more finding and the other accessable support for Internet and information literacy. Also colleges must take initiative to provide facilities for students and ask them to develop IC for the improvement of Achievement of students. Students of colleges affiliated to university of Mysore should have use the Internet as much as better in academic and research requirements, and for better result. They should not spend their valuable times in Internet for seek for vain activities such as playing the game, friends chat, entertainment, etc. Conclusion According to the above findings it can be concluded that more usage of the information search on the sites and databases by students to decrease the student AA and vice versa. Total IC and the other components of IC (information management, general webpage using, communication and collaboration, computer general knowledge, computer general ability) have no impact on the AA of science students in bachelor level. Further can be concluded that between the components of IC, information search and general webpage using were the best predictor of AAfor students of science students in bachelor level with different combination of subjects (PMCs, PCM, and CBZ). The results of present study can be used for managers, planners, lecturers and educators in universities and educational institutions, particularly online classes, distance education, open universities and virtual education in curriculum and instructional planning. Research Journal of Recent Sciences ______________________________________________________________ ISSN 2277-2502Vol. 3(9), 34-38, September (2014) Res. J. Recent Sci. International Science Congress Association 38 References 1.Jegede O.J., Technology and the third world: students’ perception of computer in education in Nigerian classrooms, Paper presented at the 5th World Conference on Computer in Education, Sidney, Australia, (1990)2.Usha M.M., (Ed.), Information management in new millennium, Allied, New Delhi, (2002)3.Ojedokun A.A. and Owolabi E.O., Internet access competence and use of the Internet for teaching and research activities by University of Botswana academic staff, African Journal of Library, Archives and Information Science, 11(1), 43-53 (2003)4.Kling R. and Callahan E., Electronic journals, the Internet and scholarly communication, In Cronin, B. (Ed.), Annual Review of Information Science and Technology, 37, (2004) 5.Azizi E. and Yeshodhara K., Level of Internet competency among bachelor degree science students of different types of colleges – A comparative study, Quest International Multidisciplinary Research Journal, 2(1), 19-28 (2013) 6.Israel B., Understanding the Web: Social, political, and economic dimensions of the Internet, Journalism and Mass Communication Quarterly, 77, 931-933 (2000)7.DiMaggio P., Hargitti E., Neuman W.R. and Robinson J.P., Social implications of the Internet, Review of Sociology, 27,307-336 (2001)8.Cairncross F., The death of distance: How the communications revolution will change our lives London, England: Orion (1997)9.Jackson L.A., von Eye A., Biocca F.A., Barbatsis G., Zhao Y. and Fitzgerald H.E., Does home Internet use influence the academic performance of low-income children? Developmental Psychology, 42(3), 429-435 (2006)10.Borzekowski D.L.G. and Robinson T.N., The remote, the mouse, and the no.2 pencil-The household media environment and academic achievement among third grade students, Achieves of Pediatrics and Adolescent Medicine, 159, 607-613 (2005)11.Lenhart A., Rainie L. and Lewis O., Teenage life online: The rise of the instant-message generation and the Internet’s impact on friendships and family relationships, PEW Internet & American Life Project, Washington, D.C., (2001)12.Lenhart A., Madden M. and Hitlin P., Teens and technology, Washington, D.C.: PEW and American Life Project, (2005) 13.Castells M., The Internet galaxy: Reflections on the Internet, business, and society, New York: Oxford University Press, (2001) 14.PEW Internet and American Life Project., Parent and teenager Internet use, Retrieved from http://www.pewInternet.org/pdfs/PIP_Teen_Parents_data_ mem o _Oct2007.pdf (2007)15.Kim, S., The effects of Internet use on academic achievement and behavioral adjustment among South Korean adolescents: Mediating and moderating roles of parental factors (Unpublished doctoral dissertation), Syracuse University, South Korean, (2011) 16.Adegoke S.P., Effect of Internet browsing on students academic achievement at the senior secondary school level, International Journal of Evaluation and Research in Education (IJERE), (3), (2013)17.Yang Kim S., The relationship among self-regulation, Internet use, and academic achievement in a computer literacy course dissertation (Unpublished doctoral dissertation), Southern University, Baton Rouge, LA., (2009)18.Puzziferro M., Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses, The Amer, Jrnl. of Distance Education, 22(2), 72-89 (2008)19.Lim P.G., Pedagogical and learning strategies for promoting Internet information literacy in Singapore secondary school students, International Journal of Pedagogies and Learning, 1(3), 30-43 (2005) 20.Azizi E. and Yeshodhara K., Self-regulated learning strategies among bachelor degree science students of different types of Colleges – A comparative study, Indian Streams Research Journal, 3(6)7-12 (2013)21.Hassanzadeh, R., Research methods for behavioral sciences a practical guide to research, Tehran, Iran: Savalan, (2003)22.LaRose R., Mastro D.A. and Eastin M.S., Understanding Internet usage: A social cognitive approach to uses and gratification, Social Science Computer Review, 19, 395-413 (2001)