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INTERNET USAGE AS A LEARNING TOOL AMONG UNDERGRADUATE STUDENTS IN THE COLLEGE OF EDUCATION SALALAH

OMAN

BY

SALIM MOHAMMED MOHAD AL- MAASHANI

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

OCTOBER 2005

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ABSTRACT

The main objective of this study was to examine the relationships between internet usage factors and students’ academic performance among the Salalah College of Education students in Oman. Furthermore, it also investigated whether these factors differed across gender, experience and specialization. A total of 373 students from the College of Education, Salalah (217 males and 156 females) were randomly selected following simple random sampling. The Principal Component Analysis (PCA) was employed to summarize the data into latent variables. The results of PCA revealed two distinctive factors, internet affection and perception. The researcher used descriptive analysis to examine research questions. Moreover, the hypothesized relationships of Internet Usage factors extracted from PCA and demographic variables were then tested by Nonparametric Correlation. Results of the correlation analysis revealed that Internet usage factors (affection and perception towards the internet) were strongly and statistically correlated with students’ performance. These results suggested that students who were using the internet for academic purposes performed better than their counterparts who did not use the internet. Furthermore, the results also indicated that internet usage factors differed across gender, prior experience and specialization. The study showed that males are more oriented towards the internet affection and have more positive perception towards the internet compared to their female counterparts. These results were consistent with previous studies that suggested that the males were more inclined to use the internet than their female counterparts. Finally the study provided limitations and recommendations on how to improve the future studies.

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ﺚﺤﺒﻟﺍ ﺺﺨﻠﻣ

ﺪ

ﻗﻼﻌﻟﺍ ﺭﺎﺒﺘﺧﺇ ﱃﺇ ﺔﺳﺍﺭﺪﻟﺍ ﻩﺬﻫ ﻑ ﺕﺎ

ﺖﻧﺮﺘﻧﻻﺍ ﻡﺍﺪﺨﺘﺳﺍ ﰲ ﺓﺮﺛﺆﳌﺍ ﻞﻣﺍﻮﻌﻟﺍ ﲔﺑ ﲔﺑﻭ

ﺔﻟﻼﺼﺑ ﺔﻴﺑﺮﺘﻟﺍ ﺔﻴﻠﻛ ﺏﻼﻄﻟ ﻲﳝﺩﺎﻛﻷﺍ ﺀﺍﺩﻷﺍ ﻯﻮﺘﺴﻣ -

ﻥﺎﻤﻋ ﺔﻨﻄﻠﺳ .

ﻲﺼﻘﺘﺴﺗ ﺎﺃ ﺎﻤﻛ

ﺓﱪﳋﺍﻭ ﺲﻨﳉﺍ ﻑﻼﺘﺧﺎﺑ ﺖﻧﺮﺘﻧﻻﺍ ﻡﺍﺪﺨﺘﺳﺍ ﰲ ﺓﺮﺛﺆﳌﺍ ﻞﻣﺍﻮﻌﻟﺍ ﻑﻼﺘﺧﺍ ﻯﺪﻣ ﺔﻘﺑﺎﺴﻟﺍ

ﻟﺍﻭ ﺺﺼﺨﺘ .

ﺭﺎﻴﺘﺧﺍ ﰎ ﺪﻗﻭ ﹰﺎﺒﻟﺎﻃ

373

ﹰﺎﻴﺋﺍﻮﺸﻋ ﺔﻟﻼﺼﺑ ﺔﻴﺑﺮﺘﻟﺍ ﺔﻴﻠﻛ ﻦﻣ

) ﹰﺎﺒﻟﺎﻃ

217

ﻭ ،

ﺔﺒﻟﺎﻃ

156

( ﺔﻄﻴﺴﺒﻟﺍ ﺔﻨﻴﻌﻟﺍ ﺭﺎﻴﺘﺧﺍ ﺔﻴﻟﻵ ﹰﺎﻘﻓﻭ .

ﺍ ﺮﺼﻨﻌﻟﺍ ﻡﺎﻈﻧ ﻡﺍﺪﺨﺘﺳﺍ ﰎ ﺎﻤﻛ ﻷ

ﻲﺳﺎﺳ

ﻞﻴﻠﺤﺘﻠﻟ )

(

PCA

ﺔﻨﻣﺎﻛ ﺕﺍﲑﻐﺘﻣ ﺓﺭﻮﺻ ﰲ ﺕﺎﻧﺎﻴﺒﻟﺍ ﺽﺮﻌﻟ .

ﺃ ﺞﺋﺎﺘﻧ ﺕﺯﺮﺑ ﺮﺼﻨﻌﻟﺍ ﻡﺎﻈﻧ

ﻞﻴﻠﺤﺘﻠﻟ ﻲﺳﺎﺳﻷﺍ )

(

PCA

ﺎﳘ ﻦﻳﺰﻴﻤﺘﻣ ﲔﻠﻣﺎﻋ ﻩﺎﲡ ﺭﻮﻌﺷ

ﺏﻼﻄﻟﺍ ﺕﺎﻋﺎﺒﻄﻧﺍﻭ ﺖﻧﺮﺘﻧﻻﺍ

ﱄﻭﻻﺍ ﺽﺍﺮﺘﻓﻼﻟ ﺎﻘﻓﺍﻮﻣ ﻚﻟﺫ ﺀﺎﺟﻭ ﺎﻬﻫﺎﲡ .

ﻞﻴﻠﺤﺘﻟﺍ ﺚﺣﺎﺒﻟﺍ ﻡﺪﺨﺘﺳﺍ ﺪﻗﻭ ﻖﻠﻌﺘﻳ ﺎﻤﻴﻓ

ﺔﺣﻭﺮﻄﳌﺍ ﺚﺤﺒﻟﺍ ﺔﻠﺌﺳﺄﺑ .

ﺓﺮﺛﺆﳌﺍ ﻞﻣﺍﻮﻌﻟﺍ ﲔﺑ ﺔﻴﺿﺍﺮﺘﻓﻻﺍ ﺔﻗﻼﻌﻟﺍ ﺭﺎﺒﺘﺧﺍ ﰎ ﻚﻟﺫ ﱃﺇ ﺔﻓﺎﺿﺇ

ﻐﺘﳌﺍ ﲔﺑﻭ ﺖﻧﺮﺘﻧﻻﺍ ﻡﺍﺪﺨﺘﺳﺍ ﰲ ﻴﻓﺍﺮﻏﻮﳝﺪﻟﺍ ﺕﺍﲑ

ﺔ . ﺃﻭ ﺕﺭﺎﺷ ﻥﺃ ﻞﻴﻠﺤﺘﻟﺍ ﺍﺬﻫ ﺞﺋﺎﺘﻧ ﺭﻮﻌﺸﻟﺍ

ﻮﳓ ﰊﺎﳚﻹﺍ ﻭ ﺖﻧﺮﺘﻧﻻﺍ

ﺍ ﺔﻘﻴﺛﻭ ﺔﻗﻼﻋ ﺎﻤﳍ ﺎﻬﻫﺎﲡ ﺏﻼﻄﻟﺍ ﺕﺎﻋﺎﺒﻄﻧ ﺏﻼﻄﻟﺍ ﺀﺍﺩﺄﺑ

ﻲﳝﺩﺎﻛﻷﺍ .

ﺃ ﺎﻤﻛ ﺕﺄﻣﻭ

ﺽﺍﺮﻏﻷ ﺖﻧﺮﺘﻧﻻﺍ ﺍﻮﻣﺪﺨﺘﺳﺍ ﻦﻳﺬﻟﺍ ﺏﻼﻄﻟﺍ ﺀﺍﺩﺃ ﻥﺃ ﱃﺇ ﺞﺋﺎﺘﻨﻟﺍ

ﺨﺘﺴﻳ ﱂ ﻦﻳﺬﻟﺍ ﻚﺌﻟﻭﺃ ﺀﺍﺩﺃ ﻦﻣ ﻞﻀﻓﺃ ﻥﺎﻛ ﺔﻴﳝﺩﺎﻛﺃ ﺽﺮﻐﻟﺍ ﻚﻟﺬﻟ ﺖﻧﺮﺘﻧﻻﺍ ﺍﻮﻣﺪ

. ﲑﺸﺗﻭ

ﺔﺳﺍﺭﺪﻟﺍ ﺞﺋﺎﺘﻧ ﹰﺎﻀﻳﺃ

ﺲﻨﳉﺍ ﻑﻼﺘﺧﺎﺑ ﺖﻔﻠﺘﺧﺍ ﺖﻧﺮﺘﻧﻻﺍ ﻡﺍﺪﺨﺘﺳﺍ ﰲ ﺓﺮﺛﺆﳌﺍ ﻞﻣﺍﻮﻌﻟﺍ ﻥﺃ ﱃﺇ

ﺓﱪﳋﺍﻭ ﺔﻘﺑﺎﺴﻟﺍ

ﻭ ﺺﺼﺨﺘﻟﺍ .

ﻴﻣ ﺮﺜﻛﺃ ﺭﻮﻛﺬﻟﺍ ﻥﺃ ﱃﺇ ﺔﺳﺍﺭﺪﻟﺍ ﺕﺭﺎﺷﺃ ﺎﻤﻛ ﻮ

ﻻ ﹰﻻ

ﺪﺨﺘﺳ

ﻡﺍ

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ﻢﻬﻳﺪﻟﻭ ، ﺙﺎﻧﻹﺍ ﻦﻣ ﺖﻧﺮﺘﻧﻻﺍ ﺍ

ﺭﺎﻘﻣ ﺖﻧﺮﺘﻧﻻﺍ ﻩﺎﲡ ﰊﺎﳚﺇ ﻉﺎﺒﻄﻧ ﺙﺎﻧﻹﺎﺑ ﹰﺔﻧ

. ﺞﺋﺎﺘﻨﻟﺍ ﻩﺬﻫﻭ

ﻴﻣ ﺮﺜﻛﺃ ﺭﻮﻛﺬﻟﺍ ﻥﺃ ﱃﺇ ﺕﺭﺎﺷﺃ ﱵﻟﺍ ﺔﻘﺑﺎﺴﻟﺍ ﺕﺎﺳﺍﺭﺪﻠﻟ ﺔﻘﻓﺍﻮﻣ ﺕﺀﺎﺟ ﻮ

ﻻ ﹰﻻ ﺪﺨﺘﺳ ﻡﺍ

ﺙﺎﻧﻹﺍ ﻦﻣ ﺖﻧﺮﺘﻧﻻﺍ .

ﻝﺎﺍ ﰲ ﺔﻴﻠﺒﻘﺘﺴﳌﺍ ﺕﺎﺳﺍﺭﺪﻟﺍ ﺮﻳﻮﻄﺗ ﺔﻴﻔﻴﻛ ﻝﻮﺣ ﺕﺎﻴﺻﻮﺗ ﺓﺪﻌﺑ ﺚﺣﺎﺒﻟﺍ ﻡﺪﻘﺗ ، ﹰﺍﲑﺧﺃﻭ .

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality as a thesis for the degree of Master of Education.

__________________________

Kamal Basha b. Madarsha Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality as a thesis for the degree of Master of Education.

__________________________

Abdullah Seif Abdullah

Examiner

This thesis was submitted to the Institute of Education and is accepted as a partial fulfillment of the requirements for the degree of Master of Education.

__________________________

Ahmad Marzuki Zainuddin Director, Institute of Education

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DECLARATION

I hereby declare that this dissertation is the result of own investigation, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degree at IIUM or other institutions.

Salem Mohammed Mohad AL-Maashani

Signature ……….. Date ………

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright © 2005 by Salim Mohammed al-Maashani. All rights reserved.

INTERNET USAGE AS A LEARNING TOOL AMONG UNDERGRADUATE STUDENTS IN THE COLLEGE OF EDUCATION SALALAH, OMAN

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright except as provided below.

1. Any material contained in or derived from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

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3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Salim Mohammed Mohad AL-Maashani.

……… ………..

Signature Date

DEDICATION

This work is dedicated to the soul of my father as well as to my brother Musalam, my beloved mother and my wife.

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ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful.

This study would not have been possible without the intellectual support of many individuals to whom I am most grateful and indebted. First and foremost, I would like to thank my supervisor, Assoc. Prof. Dr. Kamal Basha Bin Madarsha for his continuous guidance, support, and feedback throughout the entire thesis writing process. I also thank the second reader, Assist. Prof. Dr. Abdullah Seif Abdullah for his careful and meticulous reading of the thesis.

My appreciation goes to all the lecturers in the Institute of Education especially to Assoc. Prof. Dr.Ismaiel Hassanein Ahmed Mohamed, for opening up the new horizon of learning for me. I also like to convey my appreciation to all the staff in the Institute of Education and Center for Postgraduate Studies.

I would like to express my gratitudes to all the principals in the selected pre-College of Education Salalah, Oman, for being cooperative. I thank all my friends, who have sacrificed much of their time and effort in making this study a success.

Finally, I wish to express my gratitude to my mother and all my family who have sacrificed much of their time and effort in advising me. Last but not the least, I am sincerely grateful to my beloved wife who always loves, supports and believes in me.

May Allah reward you all with His blessing.

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TABEL OF CONTENTS

Abstract………... ii

Abstract in Arabic………..……... iii

Approval Page…………...……….….…..… iv

Declaration……….……..…. v

Copyright Page………..…… vi

Dedication………..……... vii

Acknowledgements……….….…. viii

List of Tables………..……..… xi

CHAPTER ONE: INTRODUCTION………..…. 1

Background of the Study……….….……..…… 1

Statement of the Problem………...…… 6

Purpose of the Study………...……... 8

Research Questions………...………. 9

Significance of the Study………..….…… 10

Scope of the Study……….……….... 11

Definition of Terms……….... 11

CHAPTER TWO: LITERATURE REVIEW………..……… 13

Introduction………...…. 13

Internet………...… 13

Internet as a Learning Tool……….………...…… 15

Empirical Studies on Internet Usage……….……….... 16

E-mail and Learning Activity………...…. 23

Internet Usage Across Gender……….………..… 24

Summary………....… 25

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CHAPTER THREE: RESEARCH METHODOLOGY………..… 27

Introduction……….…..……. 27

Research Design……….……….….…….…. 27

Population ……….………..………...…. 28

Sample ………..…………..…. 29

Instrumentation……….………... 30

Reliability and Validity of the Instruments……….………..… 31

Procedures ……….……… 32

Pilot Study………..……….….. 34

Participants……….….…….…. 34

Conclusion………..………..…….….... 38

CHAPTER FOUR: DATA ANALYSIS………..…. 39

Introduction……….………..…. 39

Descriptive Analysis of Demographic Variables……….….……. 40

Cross Tabulation for Demographic Variables……….….….. 41

Analysis of Items and Factors Reliability………..…….... 46

Results of Descriptive Analysis of the Internet Usage………... 48

Result of Principal Component Analysis……….……...…… 57

Correlation Analysis………... 61

Conclusion……….………. 67

CHAPTER FIVE: DISCUSSION AND RECOMMENDATIONS………… 69

Introduction……….………... 69

Findings ………... 70

Correlation Analysis………. 72

Limitations and Recommendations……… 76

BIBIOGRAPHY……… 78

APPENDIX I……… 82

APPENDIX II……….. 89

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LIST OF TABLES

Table No. Page NO

Table 3.1………..………..……… 37

Table 4.1………..………..……… 41

Table 4.2………..………..……… 42

Table 4.3………..………..……… 43

Table 4.4………..………..……… 43

Table 4.5………..………..……… 44

Table 4.6………..………..……… 45

Table 4.7………..………..……… 45

Table 4.8………..………..……… 46

Table 4.9………..………..……… 47

Table 4.10………..…… 50

Table 4.11………..…… 51

Table 4.12………..…… 51

Table 4.13………..…… 52

Table 4.14………..…… 53

Table 4.15………..…… 54

Table 4.16………..…… 54

Table 4.17………..…… 55

Table 4.18………..…… 55

Table 4.19………..…… 56

Table 4.20………..…… 57

Table 4.21………..…… 59

Table 4.22………..…… 64

Table 4.23………..…… 65

Table 4.24………..…… 66

Table 4.25………..…… 67

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CHAPTER ONE INTRODUCTION

BACKGROUND OF THE STUDY

Integrating information and communication technology especially internet into teaching and learning whether in developed or developing countries has gained attention of educators and practitioners alike. Internet is defined as “a dynamic electronic network that permits computers connected anywhere on that network to exchange information” (Brook, Nolan & Gallagher, 2001, p.13). Internet is a shared global computing network. It is a network based on standards including Internet Protocol (IP), Simple Mail Transfer Protocol (SMTP) and the Domain Name System

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(DNS), which enables global communications between all connected computing devices. It provides the platform for web services and the Worldwide Web.

This chapter provides an introduction and general view of the study. The statement of the problem, the significant of the study and the research questions which the study attempts to address are discussed and presented.

The use of technology to deliver learning has changed the way education process is delivered. The internet usage in educational setting has provided learners with information and effective interaction with his/her instructors as well and colleagues to share ideas and exchange opinions. Internet has dramatically changed methods of interaction and providing alternative learning styles and learning in creative ways (Isman & Dabaj, 2004). Liu, Macmillan and Timmons (1998) asserted that integrating technology into a learning process as a complex instructional system in which student learning is effected by lecturers, students, administrative and technical staff, computer hardware and software resources and computer laboratory and classroom settings. Empirically, they found that students with positive attitudes toward using computer also have positive attitudes toward using computer for learning process. Internet is a global communication network, millions of computers throughout the world are connected in such a way that information sent from any computer to any other 24 hours a day Schmidt & Rieck, 2000). Moreover, enormous information is available for retrieve in various fields and interest and computer can be place in the house, office, and institutions. Furthermore, the massive technology revolution makes it possible for internet users to explore internet every time.

Historically, the beginning of internet usage started from 1968, when US military’s Arpanet developed this scientific communication to connect four sites via a

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Berners-Lee designed a system to facilitate collaborative working within his organisation and it was the expansion of this which led to the birth of the WWW. This has developed enormously and largely unchecked, as a tool to share vast amounts of information between those connected to the Internet (Garland, Anderson & Noyes, 1998). Since that time, using internet for information retrieval, communication, and learning activities has increased dramatically from three million was in 1990 to 50 million in 1998. Additionally, the emergence of the internet and its pace of adoption eclipse all other technologies before it, such as radio, and TV.

The rapid growth of internet and fast interaction of consumers with the internet depends mainly on the real opportunities it offers for electronic commerce, the integration of television, radio and entertainment systems and the communication opportunities that are provided by the email, audio and video-conferencing (Ryan et al., 2000). Fulton (1992) added that despite contributions of previous technologies such as radio and television and others in the domain of distance learning they were lacking interaction, which is very much needed in the learning processes; two-way communication between the learners and the instructors. It is psychologically asserted that different types of learning occur depending on the nature of the to-be-learnt materials and the way in which those materials are presented (Garland, Anderson &

Noyes, 1998). Presentation of a learning course via an internet not only requires the material to be constructed to facilitate memory, but also needs to address the important consideration of the interaction between the learning, and computer.

The internet is an essentially global network that can be used in various ways and for different objectives. According to Brook, Nolan and Gallagher (2001) the most powerful learning experiences are those that engage students deeply in

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abilities and nurturing their intrinsic motivation toward subject domain. Internet as a tool of communication provides enormous opportunities for learners to interact effectively and efficiently with their learning activities, peers and their instructors.

The key factor to be a developed nation in the future lies on information technology.

The use of the internet changes both the role of the teachers and the role of the learners (Forsyth, 1998). Although the establishment of the internet is to smooth communication among peers in the scientific and military community, higher educational institution are being now pressured to incorporate online technologies in their curriculum. Forsyth (1998) emphasized that to be competitive in educational sector; the faculties have to embrace on line technologies and active type of education.

Since the Oman government sent this vision, the teachers’ education faculty in the College of Education Salalah has been trying to embrace and integrate information technology into its teaching and learning process. One of the most important segments of the information technology is the Internet. However, availability of massive materials in the internet does not mean they have been utilized to enhance learning and acquirement. Bonk (2001) claimed that although an enormous amount of material for Web-based learning is developed, there is little empirical consideration of learning effectiveness of these materials.

The mode of learning material through Internet and the opportunities for interaction with Internet is enhancing the development of education system. These changes are occurring at the macro level in terms of institutional strategic thinking and implementation of technology plans. Although, internet has been viewed as global technology in which information is shared globally, there is substantial empirical studies suggesting that attitudes and usage of internet is different across-cultural and

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is echoed America culture and ideology. According to Chen and Collis (1999); Chen, Mashhadi, Ang, and Harkrider (1999); Collis, (1999); and Joo (1999) information and communication technology is racially white, western, male artifacts and that the internet itself overtly embodies American cultural qualities in terms of its language and technical users’ values. Collis (1999) argued that culture is a critical factor in influencing people’s accepting and use of internet-based learning recourses. Collis and Williams (1987) and Bronsnan and Lee (1998) also suggested that students’

attitudes toward computers or internet and their usage were found to be related to certain cultural and background characteristics.

A considerable body of empirical studies (Allwood & Wang, 1990; Omar, 1992; Martin, Heller & Mahmoud, 1992; Weil & Rosen, 1995) mainly focused on students’ attitudes towards computer usage suggested that people in different national cultures hold different attitudes. Omar (1992) in his comparative study on United States’ students and their Kuwait counterparts, attitudes towards computer found difference in scores on a computer attitude scale. According to his finding, students from United States were more positive toward computer usage than their Kuwait counterparts. Martin, Heller and Mahmoud (1992) investigated American and Soviet children’s attitudes towards computer similar positive attitudes direction to computer but the type of exposure to computers experienced by the children from two countries was quite different due to different computer education in the two countries. These previous studies provide empirical support that national culture have an effect on people’s attitudes and usage of internet. As aforementioned briefly, the use of internet among Salalah College of Education’s students is rapidly increasing. The computers that are connected with internet and huge amount of learning materials imbedded within them are available everywhere in the college. However, there is little empirical

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evidence regarding actual usage of massive materials available by students especially in Salalah College of education.

Therefore, this research attempts to examine the extent of which Salalah students are using internet for their learning process and whether differences are found across gender and specialization. The use of Information Technology is widespread in Oman since the Omani government embraced technology to be part of educational sources in order to prepare the students for challenges. Determined not to be missed out on the Internet Revolution, the government took it seriously and internet became available and well spread in Omani higher learning institutions since November 1996.

They want to see Oman as a country well developed in all the aspects of life especially due to huge revolution in information technology. A dominant feature of its national policy is the importance placed on information technology while remaining a moral and ethical society. It is within this perspective that Omani undergraduates learn about information technology and experience the internet. The main objectives of this study can be categorized into the following: (1) to assess students’ internet usage (2) to investigate the possible relationship between internet usage and students’

performance (3) to examine whether internet usage differ across gender, specialization and prior experience.

STATEMENT OF THE PROBLEM

The use of the internet is being rapidly integrated into academic purposes.

Many universities, including leading academic institutions, are implementing advance technologies as a part of existing learning frameworks (Nichmias & Segev, 2003).

Using Computer and internet is growing dramatically although there is difference

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among the institutions in adopting internet. Many institutions of modern society are dramatically replacing the traditional methods of teaching and learning with Web pages for courses or provide course notes as supplements to courses that are delivered in traditional classrooms. Barab, Thomas and Merrill (2001) acknowledged that the internet and its World Wide Web provide huge opportunities to make information available to large number of learners who reside at distributed locations and works at different times. However, availability of the internet in the institutions does not guarantee usage of the internet. Ray and Day (1990) stated that the skills required maximizing the potential of electronic resources, and examination of the internet usage are major determinants of effective usage. To be effective users of the internet for academic purpose, learners should be aware of its usefulness and acquire necessary internet skills. If students are aware that the skills required for using electronic resources are unlimited, and indeed provide them with valuable transferable lifelong skills, skills which employers will be looking for, they may be more likely to learn how to use internet properly. Encouragement via academic staff can only serve to promote the usefulness of electronic resources to students, but effective usage of the internet largely depends on students themselves. Students are using the internet for wide range of their academic purposes such as searching information, sending message (email), read news, learning new skills and chatting with friends.

Since Internet has become a part of undergraduate’s life, especially in Salalah College, it is academically worth to investigate students internet usage and their inclination towards it. This investigation would allow the researcher to explore more about Salalah undergraduate student internet usage, the factors that contribute to their usage of internet and whether western previous research findings can be replicated in

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The faculty on the other hand expects students to have some basic skills of the Internet in order to interact positively with learning process. Learning Resource Centre (LRC) in the college conducts workshops for the students and staff alike to familiarize them with the internet usage and the importance of the internet on educational and national development. Moreover, students also improve themselves through implementation of what they have learnt from (LRC) and also struggle to explore more on how the bars and main keys can be used to retrieve, communicate, and searching available information. Thus, based on the effort of (LRC) and individual effort, students gain a lot of skills, language and communication ability to use computer and the internet effectively within the limitation of available technology equipments. Thus, this study attempts to explore students’ usage of the internet as a tool for learning process and whether the internet usage differ across gender, specialization, and experience in Salalah College of education, Oman. More importantly, the study also examined the relationships between internet usage components and students’ academic performance.

PURPOSE OF THE STUDY

Knowledge is the series of experience that learners acquire. According to Hassini (2004), this knowledge is often existent as a body of principle and information. It is the higher institution’s role especially instructors and administrators to create a conducive conditions and atmosphere in which knowledge would effectively and efficiently transferred to the students. The instructor is acting as a facilitator and as an interface between the students and knowledge in which many communication channels to disseminate information that are pertinent to the subject

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being used. Recently, using the internet in education arena as an effective tool has been widely spread. The Salalah College of education has already incorporated internet technologies in its curriculum based on vision and mission of the government to adopt technology as a mean of development. However, it does not well know to what extent the students utilize the internet recourses available and for what purpose they are using the internet. Thus, it is extremely important if not essential to examine students’ internet usage and their perception toward internet. Therefore, this study aims to investigate the internet usage among Salalah undergraduate students as learning tool to help in their studies. Investigating undergraduates’ internet usage is very important in order for the College to guide them in the manner that will conform to the national policy outlined by the government. Therefore, the objectives of this study are: (1) to assess students’ internet usage (2) to investigate the possible relationship between internet usage and students’ performance (3) to examine whether internet usage differ across gender, specialization and prior experience.

This study will help the faculty to alter or change students’ engagement where it is necessary and it will also help the students to gain better knowledge of the internet once they have identified their attitudes.

RESEARCH QUESTIONS

The study attempts to examine Salalah College of education’s students’ usage of internet and the variables that influence using internet for their learning process. The study specifically aims to answer the following questions:

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1- What are the students’ purposes of the internet usage at Salalah College of education?

2- How much time do Salalah College students spend on the internet per day?

3- What are the underlying factors of internet usage among students in Salalah College of Education?

4- What is the relationship between the internet usage and students academic

performance?

5- Does the internet usage factors (affection and perception towards the internet) differ across gender, prior experience and specialization?

6- In there any relationships between internet usage factors and internet usage components?

SIGNIFICANT OF THE STUDY

Since most of the previous studies on internet usage and students attitudes toward technology have been conducted in Western educational setting, carrying out this study in a different context may add new perspectives on how students react to the available technological equipment and relatively new adopted system of learning in Salalah College of education. The internet offers the potential to satisfy learners’

demands for access to the information they need. Currently, that access is governed by the learners’ search skill and willingness of site-providers to open up access to the computer-based materials they hold (Forsyth, 1998). This means that students could not benefit from the massive information in the internet without intention and willingness to use it. According to Bonk (2001) examination of students’ internet usage is very crucial to determine their technological inclination and to render any

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assistance they might need because availability of huge information does not mean utilizing them.

The findings of this study could also enrich our understanding of how and what are the factors that determine students’ usage of the internet and make significant contributions to the literature on students’ internet usage. The findings of the research could also have practical importance for the improvement of educational practice in institution of higher learning in Oman particularly and the Muslim world in general.

More precisely, examining Salalah College of education students’ usage of the internet could help educators and administrators to effectively utilize the recourses available at College to enhance students’ learning process. It may help them to decide whether their need for special course or training to familiarize students with methods of search information and efficient usage of the internet.

The College offers degree programmes, and it is a bridge between secondary school and undergraduate where students move from being dependent on their instructors to being more creative, independent, self-governing and more active participants in the learning processes. Moreover, identification of students’ usage of the internet and tendency towards technology will provide important information about the progress and appropriate adjustment which can be made if necessary. Thus, since studies suggested that availability of technological tools (such as computer, and internet alone) is not guarantee usage, is not merely important but very essential to examine whether students are using the opportunities provided by the government and the ways to enhance that utilization.

SCOPE OF THE STUDY

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The study was carried out in Salalah College of education, Oman. It involves only the undergraduate students and their internet usage as a learning tool to guide them in their studies. The participants were randomly selected from all academic levels in the College since they all were exposed to and using the internet for learning process from the beginning of their studies.

DEFINITION OF TERMS

Internet: is the international computer network of networks that connect government, academic and business institutions. Or a large global network comprised of thousands of smaller networks. The World Wide Web is one element of the Internet, is the publicly available worldwide system of interconnected computer networks that transmit data by packet switching over the Internet Protocol (IP). It is made up of thousands of other; smaller business, academic, and government networks that provide various services such as electronic mail, online chat, and on the graphical, interlinked World Wide Web.

Internet Usage: any type of usage whether it is general or advanced usage of the internet by any users in any place at any time from any technological tool.

Internet Perception: in vision is the ability to see in three dimensions, object in the distance, and also to be aware of the amount of the distance from the self. It also means the sense of being stimulated by external objects, qualities, or relations.

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Internet Affection: Feelings and emotion of tenderness and attachment, especially when such feelings are non-sexual

Students’ performance: is a specified level of proficiency in academic work in general or in a specific skill such as reading or arithmetic. Students’ performance in this research will be represented by the students’ Cumulative Grade (CGPA).

The Demographic variables of this study are gender, specialization, year of study, age and prior experience.

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