118 AN EXAMINATION AND INTERPRETATION OF STUDENT AND PARENT PERCEPTIONS
OF INTERNET USE Md Osama
Research Scholar, Education Department, B R A Bihar University, Muzaffarpur, Bihar
Abstract- The Internet is a vast database filled with education, fun, and danger. Parents have a difficult time protecting their children against the dangers they can face on the Internet (e.g., cyberbullying, sexual victimization, addiction, unwanted pornography). This study‟s purpose was to better understand how parents perceived the Internet and also see how they understand the effects on their children‟s behaviors. The study was an online social media survey and had both quantitative and qualitative aspects. This study included 28 parents of children eight and older in the school system. Participant‟s responses were examined using measures of central tendency and grounded theory analysis. The study had three main themes: caregiver‟s experiences, perceived level of safety and how parents maintain that level, and community resource and support needs.
These findings were discussed and compared to past research. Recommendations for future research studies, policy use, and implementations for social work practice are described are discussed.
Keywords: Internet use, Children‟s, Parents, Parent awareness on Internet, Financial, Social, Educational and Safety aspects of Internet.
1 INTRODUCTION
Facts are like beads, they require a string to hold them together, to connect them, but if there is no string, if there is no unifying idea, then even the most distinguished authorities cannot help reducing unsatisfactory work (Sombart, 1931). The data has no meaning unless they are analyzed. However adequate, reliable and valid the data maybe, it does not serve any virtual purpose unless it is carefully edited, systematically classified and tabulated, scientifically analyzed, intelligently interpreted and rationally concluded (Aggarwal, 2002). Analysis of data means studying the tabulated material in order to determine the inherent facts or meaning. It involves breaking up of complex factors into simple parts and putting them in new arrangements for the purpose of interpretation. Analysis of data is of prime importance in research. It is the final compilation of organized data described and dissected for interpretation and drawing conclusions from there and it is this step in the course of research that is the source of research findings and conclusions. Hence utmost precaution must be exercised while analyzing data, since any inadvertent mistake or slip can distort the result of the whole research endeavor. Francis Rommel (2004) has stated the nature and importance of analysis and interpretation in these words," The analysis and
interpretation of data involve objective material in the possession of the researcher and his subjective reactions and desires to derive from the data the inherent meaning in their relation to the problem. Therefore, the challenge is to make sense of massive amount of data, reduce the volume of information, identify significant pattern and construct a framework for communicating the essence of what the data revealed (Patton, 1990). Interpretation involves explaining the findings, answering 'why' questions, attaching significance to particular results and putting pattern into an analytical framework (Patton, 1990).
2 REVIEW OF RELATED LITERATURE Literature review is a description of the literature relevant to a particular field or topic. It gives an overview of what has been said, who the key writers are, what are the prevailing theories and hypothesis, what questions are being asked and what methods and methodology is appropriate and useful. As such it is not in itself primary research, but rather it reports on other findings. Research is problem-solving approach to learning. It possesses certain procedure, stage and sub stages (chandra, 1987). The theory stage possesses 'review of related literature'. A review consists of article writing related to the topic in technical journals and books. A systematic
119 review of related literature helps in
preventing unnecessary duplications, provides valuable clues to formulate hypothesis and in suggests appropriate design to conduct the study. A literature review is usually a high synthesized critique of the status of knowledge on a carefully defined educational topic. Through the review of literature the investigator is able to develop insight into the problem. He /she get help in the formulation of hypothesis, design of the study and selection of appropriate tools. In case of review and literature we find some gaps in the previous researches which may be considered in his/her research. Related literature includes that which is obviously relevant to the problems such as previous research investigating the same variable or a similar question one studies of similar practices.
Previous researches provide evidence that the result is familiar with what is already known and what is still unknown and asked. Since effective research is based on past knowledge this helps to eliminate the duplications of what has been done and provides useful hypothesis and helpful suggestions for significant investigation acting studies that show substantial agreement in those that seem to present conflicting conclusions, help to sharpen and define understanding of existing knowledge in the problem area and provided a background for the research project. According to Boote, D.N. & Beile, P.
(2005) a literature review goes beyond the search for information and includes the identification and articulation of relationships between the literature and your field of research.
2.1 Studies Regarding Location of Internet Use
Ankara (2008) studied Internet use in Turkey have indicated that approximately 37% of the population use Internet and that 61,6% of these individuals use it at home while 37,6% of them at work and 21,8% of them at Internet cafes . When the profile of Internet users in Turkey was examined, it was seen that individuals who use Internet connect to Internet mostly at home where families live together. In addition, the study also revealed the places where children use Internet. 62% of children use Internet at home, 18% at Internet cafes, 11% at school, and 9% in the library or in other places like
in a friend‟s house. Rhoades et al. (2007), in a survey of Internet usage of the students of an American agricultural college, found that most of them used Internet at their homes and used a search engine when online.
Kumar and Kaur (2005) conducted a research on Internet and its use in the Engineering Colleges of Punjab, India.
Questionnaire was employed to sample opinion of 474 students. A majority of the respondents used the Internet located at the college. Robinson (2005) examined the Internet use among African-American college students. The use of the Internet for most African-American college students occurred at school or at the work place with 49% of the responses at home. Hanaur et al. (2004) surveyed a diverse community college to assess the use of the Internet by the students of health – related information.
The surveyed showed that 83% Internet users had access to the Internet at their home and 51% of the respondents accessed Internet at the college or library.
2.2 Frequency of Internet Use
Ahmad Fauzi Mohd Ayub, Wan Hamzari Wan Hamid and Mokhtar (2014) studied the durations spent on the Internet for academic and non-academic purposes The investigation was based on a survey on 1675 students randomly selected from five different fields of study, viz. social sciences, sciences, engineering, agriculture and computer sciences. On average, the participants accessed the Internet 4.48 hours per day. There were also significant differences in the time spent using the Internet among students in different fields of study, with computer science students spending more time online (5.61 hours per day) than the others. In terms of Internet use for academic purposes, students in social sciences, agriculture and computer sciences scored the highest. In an analysis involving all the students in this study, the total time on the Internet was found to be weakly correlated with the time spent online specifically for academic purposes. For social science students, a low but significant positive correlation existed between the overall time spent online and the time spent on the Internet for academic research. In a similar analysis carried out for science students, a negative low correlation was observed. In the fields of agriculture, engineering and computer
120 sciences, however, no correlation was found
between Internet access duration and the use of the Internet for academic purposes.
The very low correlations encountered above, even though statistically significant, showed that students who spent more time on the Internet did not make much greater use of it for academic purposes as compared with students who used the Internet less.
2.3 Purpose of the Use of Internet
Hawi, (2012), conducted a research on 883 school students in Lebanon. The findings revealed that 84.2% students used the Internet for communication and email, 65.7% for information search and for research, and 51.8% for entertainment such as online games and music.
Balakrishnan (2010), in a study of 92 undergraduate students in a Malaysia university revealed that even though the majority of the students used the Internet to find books in the library, 32.6% reported that they never used the Internet to search for books. Students preferred to use search engines such as Yahoo, Google and others to supplement materials provided by the University library, such as Proquest, university E-Learning resources, university web resources and university library publications.
2.4 Impediments Restricting the Use of Internet
Mossberger et al. (2012) found that even among poorer communities in Chicago, lack of interest or perceived benefit, and lack of skills were among the main reported reasons for not having internet access within the home. Ybarra and Mitchell (2008) found that most children who say they have been sexually solicited or harassed, online report that the incident did not happen on social networking sites as many had originally suspected. Instead, the majority of the predators used instant messaging services or chat rooms. The study concludes that the drive to ban social networking sites, popular among teenagers, is thus ill founded. Researchers suggest that the prevention of Internet dangers should then focus on children‟s online behaviors and their psychological profiles as opposed to the technologies they use.
They also suggest that future research ought to examine whether specific
characteristics of youth, such as bonds with a parent or loneliness, work to increase or decrease the likelihood of acting in a safe manner or engaging in risky behaviors while online. Acting in a safe or
“self-proactive” manner is defined as
“limiting profiles online to only known friends and not engaging in conversations with unknown persons.” Risky behavior is defined as “revealing or sharing personal information through a profile or another method, and discussing sex with unknown individuals.”
2.4 Facilitators that Facilitative/
Encourage the Use of Internet
Salaam and Adegbore (2010) discovered that Internet facilities are available in all private universities studies in Ogun State, Nigeria. No restriction is placed on students Internet access and use by the university administration as opposed to that of Salaam (2003) who noted from its findings that access where restricted to staff only in Nigerian universities libraries. In view of the above literature, the study sought to examine the use of Internet by students of faculty of science in Nigeria universities.
Rhoades et al. (2007) in a survey of Internet usage of the students of an American agricultural college found that the majority of students tended to indicate seeing the Internet as good, easy to understand, important, beneficial, believable, credible and accurate.
2.5 Rules and Regulations Regarding the Use of Internet
An analysis of parental mediation in the EU Kids Online survey of 25,142 9-16 year olds in 25 countries shows that 89% impose rules about whether their child can give out personal information online; 82% talk to their children – especially their daughters - about what they do on the internet; and 59% stay nearby when their child is online.
Sonia Livingstone and Magdalena Bober (2006) conducted a research on Regulating the internet at home: contrasting the perspectives of children and parents. The findings revealed that restrictive forms of guidance appear a little more common than evaluative or conversational forms of guidance: 42% of children aged 9-17 who live with their parents say that they have to follow rules about for how long and 35%
about when they can go online. Parents
121 agree with their children, for 43% of parents
claim to have set up rules for how much time their child can spend on the internet.
The balance of rules overall reveals parental priorities, assuming that they set rules for those activities which concern them. Some internet use are clearly considered worthwhile or, more likely, safe and so less in need of restrictive regulation (e.g. games, email, instant messaging) while others, that parents consider unsafe, are regulated more (e.g. shopping, privacy, chat, some forms of interactivity). When these rules were pursued in more detail, it was found that not only do children perceive a higher incidence of risky problematic experiences online than do their parents, but conversely, parents perceive a higher degree of domestic regulation than do their children. Parents claim a greater degree of domestic control than their children recognize. 86% of parents do not allow their children to give out personal information online, but only 49% of children say this is the case; 20% of children claim they must not fill out forms online, compared with 57% of parents who do not allow this; 62%
of parents forbid their children to use chat rooms, but only 40% of children acknowledge this rule.
2.6 Safety Measures Regarding the Use of Internet
Hart Research Associates (2012) conducted a quantitative research project to explore and better understand the online behavior of teens, parental supervision of their teen‟s online behavior, awareness among teens about parental supervision and attitudes of both pertaining to online safety. Two surveys were conducted, one of 511 teens in the age group of 13-17 and the other of 500 parents. While reading the report, one significant factor that jumps out is that teens are not much aware of parental supervision of their online activity. 84% of parents monitor their teen’s online and mobile activity while only 39% of teens believe their parents do so. There is a significant gap of 45% in perceptional difference in what parents actually do and teen awareness. 11% of teens say their parents monitor their online activity very closely while parental survey reports of 31%. Again, 28% of teens believe that their parents monitor somewhat closely compared to 53% of parents in actuality.
91% of parents say they are informed about what their teens do online and on their cell phone37% of parents say they are very well informed, compared to teens‟
perception of 21%, a 16% of gap here. 54%
of parents are somewhat informed of their child‟s online activity while only 41% of teens think so, again a difference of 13%.
3 OPERATIONAL DEFINITION OF THE TERMS
Outside School: By this, the Researcher means any place other than the school that could be Cybercafés, person's home, a friend's home, etc.
Perception: Perception is a cognitive mechanism of noticing, sorting out, organizing, identifying, interpreting, analyzing, and integrating stimuli involving our sense organs and brain to represent and understand the environment. It is a group of sensations to which meaning is added from past experiences.
3.1 Analysis of Objective
Through this objective, an attempt was made to study the preferable place of surfing the internet by the students, preferable companion while surfing the internet and their different needs to access internet. Thus, for the analysis, this objective was categorized under the following headings.
122 (i) Preferable location to access internet
by the students- Table 1 reveals that most of the students (67.46%) have a computer with internet facility at home and rest of them (32.54%) do not have a computer with internet facility at home so they visit other places to surf the internet.
Table 1: Students' response regarding availability of internet facility at home
Figure 1: Availability of Internet facility at Home
Table 2 reveals that most of the students (67.85%) have computers with internet facility kept in their own rooms. An open ended question giving the respondents a chance to express their options other than those given in the closed ended questions revealed that the place where computers with internet facility are placed in least amount (3.57%) is the study room. Equal percentages of computers (14.29%) with internet facility are kept in the drawing room and in the student's parents' room.
Table 2: students' response regarding the part of the house where computer is kept Table 3 reveals that most of the students (83.13%) prefer to surf the internet at home. A very small percentage of respondents (2.41% each) gave their prefer to surf the internet at their friend's home and in the library. 12.05% respondents prefer to go to cyber cafe to use the internet conveniently.
Table 3: Convinient place for surfing the internet
Figure 2: Part of the house where computer is kept
Figure 3: Convinient place for surfing the internet
(ii) Preferable companion to access internet- This dimension is further categorized into 2 parts
Preferable companion to access internet for educational purpose
Preferable companion to access internet for recreational purpose Table 4 reveals that the most preferred way for students to access the internet for educational purpose is to sit alone rather than somebody accompanying them.
34.94% claim that they always prefer to be alone while surfing the internet with 14.46% each claiming that they never sit alone and often sit alone to surf the internet for educational purpose. 15.66% rarely
123 prefer to sit alone. Students don't prefer
siblings, cousins or any person younger to them to accompany them while surfing the internet as the data in the above table reveals that 36.14% students never prefer siblings, 38.55% never prefer cousins and 34.94% never prefer any person younger to them to sit with them while they surf the internet.
Table 4: Students' preference to access the internet for educational purpose It is also to be noted that their preference to never sit with their friends (16.87%) and to always sit with their friends (15.66%) doesn't vary much. Same way, their preference to always and often be accompanied by any person elder to them (14.46% each) doesn't vary much with their preference to never be accompanied by any elder person (16.87%) . Equal number of students (10.84% each) often prefer to sit with siblings and cousins which also equals to the number of students preferring to sit with siblings always for surfing the internet for educational purpose. Though 32.53%
claim that they sometimes prefer an elder person to accompany them, 21.69% claim that they sometimes prefer a younger person to sit with them. Equal percentages of students claim that they rarely prefer both, an elder person or a younger person to sit with them while surfing the internet for educational purpose. An open ended question was also incorporated asking students to specify options other than the given options in closed items which revealed that equal percentages of students (2.41%
each ) preferred to sit always and often with their parents to surf the internet for educational purpose.
Figure 4: Students' preference to access internet for educational purpose
Table 5: Students' preference to access the internet for recreational purpose Table 5 reveals that surfing the internet alone is the most preferred way for students to use internet for recreational purpose with 55.42% students responding that they always want to surf the internet alone and 20.48% responding that they sometimes want to be alone while surfing the internet for recreational purpose. Interestingly, it is evident from the table that none of the students (0.00%) always prefer to be with siblings while 43.37% never prefer to be with siblings and 14.46% rarely prefer their siblings to accompany them while surfing the internet for recreational activities. It is also evident that lesser number of students (4.82%) prefer to always be accompanied by a person younger to them and equal percentages of students (6.02% each) prefer to always and often be accompanied by an elder person. More students prefer to always be with friends (18.07%) as compared to students preferring to always be with cousins (9.64%) while surfing internet for recreational purpose. There is hardly any difference in the number of students never wanting to be with any person younger to them (37.35%) or to be with any person elder to them (38.55%).
124 Figure 5: Students' preference to access
internet for educational purpose An open ended question was also incorporated asking students to specify options other than the given options in closed items which revealed that 2.41%
students preferred to always be with their parents while surfing the internet for recreational purpose.
(iii) Personal needs and feelings to access internet by the students- Table 6 reveals that most of the (56.63%) students do not have more online friends than in real life and their family members/ friends (78.31%) do not complain about them spending less time with them because of always being on internet. Majority of the students do not feel depressed when not using internet (73.51%) and also do not feel irritated or yell and get angry when others disturb them.(73.49%).
Table 6: Students' response towards their online activities
It is also revealed that less number of students (43.37%) hide or clear away some of the websites or their online activities while majority of them do not clear away (56.63%) the websites they visit. The type of websites or online activities that they hide are listed in the following table. It is evident from the table that some of the students post their private information online (25.30%) while majority of them do not post
(74.70%). Out of the students who post private information online a few of them (38.10%) have faced some problems .A few of the students(34.94%) also do activities which they know will not be approved by their parents. On asking about the kind of private information that the students post online most of the respondents replied that they post their names, gender, address, contact number, family information, date of birth, relationship status, academic information ,school's name , their feelings and nature as well their photos.
One of the respondents mentioned that he does not post his personal information online because his father is in his friends' list on facebook. Another respondent mentioned that he posts his date of birth only to get birthday greetings from others.
Table 7: Students' response regarding the type of websites and online activities
they clear away or hide
Table 7 reveals the type of internet activities or websites that students hide or clear away. It is observed that 38.90% of students mostly hide their activities on social networking sites with 36.12%
specifically mentioning www.facebook.com.
Next in the list are chats with their friends and online games (11.12% each) where one of the respondents also mentioned that he hides about playing online games only when his parents have asked him not to play. Equal percentage (5.56% each) of students clear away history when they view cricket scores and watch a movie online.
2.78% each responded to view pictures of actors and actresses with particularly naming the actor Salman Khan and deleting the junk files. 5.56% of students each visit www.youtube.com and wrong/bad websites. Others mentioned that they clear the history after visiting
125 www.iplanet.com,www.xnxx.com,
www.spacetoday.comand www.yahoo.com (2.78% each). Respondent also mentioned that he clears his activities on www.yahoo.com because he doesn't want anyone to see his chat.
Figure 6: Students' response regarding the type of online activities they clear
away or hide
Figure 7: Students' response regarding the type of websites they clear away or
hide
Table 8: Students' response regarding kind of problem faced due to posting
private information online
Table 8 reveals that majority of the respondents (75.00%) claimed that they experienced hacking of their private information. 25% of students claimed that their parents got angry when they got to know that their child has posted his/her private information online.
On asking about the reason for such a problem all of the respondents replied that they are not aware of the reason behind it.
Table 9: Students' response regarding the type of websites/ online activities that they have done that parents would not
approve of
Table 9 reveals that out of the students who have done activities or visited such websites that their parents would not approve of, majority of the students (37.93%) engage themselves on social networking sites with 13.79% particularly saying facebook.
17.24% chat with their friends. One of the male respondent (3.45%) specifically mentioned 'chat with girls'. 13.79% claim that they play games online. Among the other activities that the students do, 6.90%
each use watsapp, youtube and post photos online and 3.45% each view cricket scores, visit illegal sites and do activities that are not appropriate for their age group.
Table 10: Students' giving reasons for using such sites that parents don't
approve of
Table 10 reveals various reasons for using the sites that their parents don't approve of . Majority of the students ( 41.38%) use these sites for fun. enjoyment and entertainment, 24.14% use them to be in contact with their friends. Some of the respondents (10.34%) said that these sites refresh them. A very small percentage of students (3.45% each) use it for time pass, to keep themselves busy and because they are interested in playing games. 6.90% of students use these sites because they like
126 to watch videos and because these sites are
interesting.
Figure 8: Reasons as to why students visit the websites that parents don't
approve of 4 CONCLUSION
The present study involves qualitative analysis of data. "The challenge is to make sense of massive amounts of data, reduce the volume of information, identify significant patterns and construct a framework for communicating the essence of what the data reveals. The first step in analyzing qualitative research and development is organization the data. The method of organizing the data depends on the research strategy and data collection techniques used. The next stage is a description where the researches describe the various pertinent aspects of the study:
The setting; The individuals being studied;
The purpose of activities examined; The view points of participants and the effects of any activities on the participants. The last phase of data analysis is the interpretation.
This involves explaining the findings, answering "Why" questions attaching significance to particular results and putting patterns into an analytic framework. In the present study, the analysis is based on the responses given by the students and parents in their respective questionnaires . The entire feedback data from the students and parents was arranged in a tabular form wherever possible and each item was analyzed qualitatively and quantitatively.
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