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 International Medical Journal Vol. 22, No. 2, pp. 83 - 86 , April 2015 83
PUBLIC HEALTH

Internet Usage and Academic Performance: A Study in a

Malaysian Public University

Harlina Halizah Siraj, Abdus Salam, Nurul Ashiqin bt Hasan, Tan Hiang Jin,
Raihanah Binti Roslan, Muhammad Nazam Bin Othman

ABSTRACT
Introduction: Internet is the most wanted information and communication technology that brought the worldwide revolu-
tionary change in the information scenario. It helps students to broaden their academic knowledge, research and assignments by
accessing to the information world and also by easy communication to their academic community. Though there are many bene-
fits linked with Internet use, there has been a growing concern regarding the risk associated with Internet overuse. It is reported
that Internet has a significant decrement onto students' performance. This study aimed to determine the association between
Internet usage and academic performances of students in a public University of Malaysia.
Methodology: This was a cross sectional study conducted in a Malaysian Public University among 186 year-4 medical student
of session 2011-2012. It used the Internet Addiction Diagnostic Questionnaire instrument which contained eight questions and
were asked to answer either 'Yes" or "No" responses. Respondents who answered five or more answer as "Yes" were designated
as dependent Internet user.
Results: Majority (73%) of the respondents were female and resided in campus (69%). Thirty six students (20.5%) were
identified as dependent Internet users. Internet user > 6 hours were observed to have higher CGPA (p = 0.003). No significant
difference was detected between CGPA of dependent and non dependent Internet users. A total of 64.4% respondents perceived
that internet acts as supplement to the information given by the lectures.
Conclusions: Medical students with high internet usage are associated with higher academic performance.

KEY WORDS
internet usage, academic performance, internet addiction

INTRODUCTION of people agreed internet improves their grades of academic perfor-

Internet is a large computer network created out of some thousands
of interconnected networks that support a whole range of services such
as electronic, file transfer protocol, database access and many others
(Ogedebe et al. 2004). In this modern world, internet is the most
required information and communication technology that brought a rev-
olutionary change in the information scenario. Today there are more
than 2 billion internet users around the world (Internet world stats
2012). Use of internet in school campus and society has been increased
and it becomes an important part of student life (Chou et al. 2005).
Internet is also used by the teachers to lay down their learning materials
(Jones and Madden 2002).
Many researchers have examined the influence of internet on stu-
dent. It helps students to broaden their academic knowledge by access-
ing to the information world and also by easy communicating to their
academic community. It is a valuable source to retrieve information for
their research and assignments. (Tella 2007). Internet also acts as a
media for social interaction and entertainment. By using the social net-
work sites, e-mails, chats, blogs etc. one can interact with others. Online
games, songs, videos, and films are the different ways of entertainment
through the internet. Reports showed that 91% of adult internet users
uses e-mail, 38% uses instant messaging and 35% uses social network
site for communication with each other (Jones 2009).
In term of education, researchers have evaluated the impact of inter-
net usage on university students’ academic performance. A vast majority
Received on September 17, 2013 and accepted on December 22, 2014
Department of Medical Education, University Kebangsaan Malaysia
Correspondence to: Harlina Halizah Siraj
(e-mail: harlina@ppukm.ukm.edu.my)
mance (Jones 2002). Using appropriate search word, one can easily
download the information from over 50 million websites. (Tella 2007).
A study in University of Botswana also proved that the internet has
enhances their GPA. The students use the internet to obtain course-relat-
ed information, communications and finishing assignments. The faculty
itself also invested a lot of resources for learning purposes (Tella 2007).
However, there are negative effects of internet use on the academic life
of a student if they are unable to control their internet use for these
social interaction or entertainment.
Though there are many benefits linked with internet use, there has
been a growing concern regarding the risk associated with internet over-
use. There are many ongoing researches that showed that students become
addicted to the internet (Young and Rodgers 1998; Nalwa and Anand
2003; Thomas and Martin 2010) and caused academic failure (Young
1998; Subrahmanyam, Greenfield and Tynes 2001; Kheirkhah, Juibary
and Gouran 2010). Internet has a significant decrement onto students’ per-
formance (Robert 2001). Study shows that excessive internet use has neg-
ative implication towards academic performance. This is due to excessive
use of internet may impair functioning and results in compromise grades
or responsibilities (Scherer 1997). It was reported that 50% of university
students were dismissed for academic failure due to excessive internet use
(Kubey et al. 2001). In another survey on 283 undergraduates, excessive
internet users were considered as 'pathological users'; these students spend
an average of 8.5 hours per week in using internet (Morahan-Martin and
Schumacher 1997). Goldberg defined internet addiction when the individ-
ual experiences "decreased occupational, academic, social, work-related,

C 2015 Japan Health Sciences University

& Japan International Cultural Exchange Foundation
84 Harlina H. S. et al.
Table 1. Demographic data of the respondents, n = 176
Variables Frequency (n) Percent (%)
Male 47 27
Gender Female 129 73
Hostel 121 69
Residency Out Campus 55 31
Table 2. Duration of internet use on weekdays and week-
ends by the respondents
Internet use Duration Frequency Percent
(hours) (n) (%)
< 6 126 71.6
On weekdays ≥ 6 50 28.4
< 6 80 45.5
On weekends ≥ 6 96 54.5
Table 3. Purpose of Internet use in percentage among different
gender and residencies.
Purpose of Percentage distribution of Internet users
Internet use Gender Residency
Male Female Hostel Out-campus Mean
Course 74.5 87.6 86.9 77.8 84.1
related
Entertain 68.1 79.1 73 83.3 76.1
Assignment 55.3 77.5 73.8 66.7 71.6
Non-course 38.3 45.0 44.3 40.7 43.2
related
Chat 63.8 28.7 40.2 33.3 38.1
Email 25.5 39.5 39.3 27.8 35.8
Download 38.3 31.8 26.5 38.2 33.5
music
Play game 23.4 7.0 8.2 18.5 11.4
Download 10.6 2.3 0.8 13.0 4.5
game
Create web 2.1 1.6 1.6 1.9 1.7
page
family-related, financial, psychological, or physiological functioning"
(Bellamy and Hanewicz 2001). He suggests that a parallel of Internet
Addiction Diagnostic (IAD) would be pathological gambling. Young
(1996) expressed internet addiction as an impulse-control disorder which
does not involve intoxicant. She stated that problematic Internet users
show similar symptoms to those who suffer from pathological gambling
as well as dependency on alcohol and drugs.
In Malaysia, the internet service was started since 1992 through the
internet service provider 'Jaring' (Ministry of Education 1997). Now it
becomes an integral part of the student life. Hence we intended to see the
role of internet among Universiti Kebangsaan Malaysia (UKM) students.
The objective of this study was to identify the internet dependency rate
among UKM medical students and to determine relationship between
internet use and academic performance. This study also intends to realize
the student's perceptions how internet usage affects academic performance.
MATERIALS AND METHODS
This cross sectional study was conducted using an online question-
naire to all 234 year-4 UKM medical students of academic session
2011-2012. Data was collected by using the Internet Addiction
Diagnostic Questionnaire (IADQ) (Young 1998). Demographic data on
gender and residency were also collected.
The IADQ is a widely utilized screening instrument examining
compulsive Internet use. The instrument is an eight-item questionnaire
Table 4. Correlation between duration of internet use during
weekdays and weekends and CGPA
Academic
Internet use Duration performance (CGPA) Test p
Mean ± SD
< 6 hours 3.02 ± 0.29
Weekdays ≥ 6 hours 3.19 ± 0.26 t = 0.399 0.003
< 6 hours 3.06 ± 0.25
Weekends ≥ 6 hours 3.08 ± 0.33 t = 0.749 0.677
Table 5. Relationship between duration of internet use and
Internet dependency among Dependent and Non-
depedent user in weekdays and weekends
Internet dependency
Internet use Duration Dependent Non-dependent
(hours) user user
n (36) % (20.5) n (140) % (79.5)
< 6 20 55.6 106 75.7
On weekdays ≥ 6 16 44.4 34 24.3
< 6 12 33.3 68 48.6
On weekends ≥ 6 24 66.7 72 51.4
Table 6. Correlation between Internet dependency and CGPA
Internet dependency CGPA Test p
Mean ± SD
Dependent Internet user 2.97 ± 0.37
t = 6.782 0.092
Non-dependent Internet user 3.10 ± 0.27
that examines symptoms of Internet addiction such as (1) users feeling
of preoccupation with the Internet use (2) feeling of need to use Internet
with increasing amount of time (3) feeling of repeatedly made unsuc-
cessful effort to control, cut back or stop Internet use (4)feeling of rest-
less, moody, depressed or irritable when attempting to cut down or stop
Internet use (5) staying on-line longer than originally intended (6) ever
failed an exam because of the Internet (7) lied or concealed the extent of
Internet use to family members (8) used Internet as a way of escaping
from problems or relieving a dysphoric mode. Each participant was
asked to answer each question by choosing from 'yes' or 'no' response.
Respondents who met five or more 'yes' answer of the items were classi-
fied as dependent users and those who did not meet at least five of the
questions were classified as Non-dependent users. Survey was also done
to assess the time spend on internet per day and also to detect the pur-
pose of internet use. In addition, five decision scenarios were developed
to assess the user's perceptions how internet usage affects academic per-
formance. Students were asked to choose only one decision. All answers
were kept private and confidential.
Consent was taken from all the participants regarding the participa-
tion and also to disclose their cumulative grade point average (CGPA)
of semester 1 year 4. Exclusion criteria were those who did not give
consent. Before administering the survey questionnaire a pilot test was
done on 10 undergraduate students, each of whose felt that the survey
instructions and items were easily understandable and appropriate for
study with the intended university student population. The results were
analyzed using SPSS version 18. Statistical test was done using ANOVA
and student t test.
RESULTS
Demographic data in terms of gender and residency of the respon-
dents was shown in Table 1. Out of 234 medical students, 176 complet-
ed and returned the questionnaire, giving the response rate of 75.2%.
One hundred and twenty nine students (73%) were female and 47 (27%)
were male. This corresponds to the male: female student ratio of the
 Internet Usage and Academic Performance
Figure 1. Student perception on the impact of internet usage towards academic performance. A total, 64.4% of the respondents agreed
that internet acts as supplement to the information given by the lectures.
university. Regarding the residency of the students, 121(69%) students
were resided in hostel while 55(31%) were resided out-campus.
Table 2 revealed the respondents' time spent for the internet during
weekdays and weekend. There were 126 respondents (71.6%) who used
the internet for < 6 hours while 50 (28.4%) respondents spent at least ≥
6 hours for the internet on weekdays. However, during weekends, the
number of internet users for > 6 hours were increased. There were 80
(45.5%) users for < 6 hours compared to 96 (54.5%) for ≥ 6 hours.
Table 3 showed the purpose of Internet use and their percentage dis-
tribution in different gender and residencies. On average, 84% respon-
dents used Internet for course related information while around 2%
respondents used Internet to create webpage. In between the purposes of
Internet used were entertainment, assignment, non-course related, chat,
e-mail, down load music, game and play game.
Table 4 showed the relationship of duration of Internet usages
during weekdays and weekends with academic performance in terms of
cumulative grade point average (CGPA). Significant relationship was
observed between CGPA and Internet usage during weekdays (p =
0.003). However, there was no significant relationship between Internet
use and CGPA during weekends (p = 0.677).
Table 5 revealed that the rate of internet dependency and their rela-
tionship with internet use in weekdays and weekends. Dependent inter-
net users were 36 (20.45%) while 140 (79.5%) were non-dependent
users. Among the dependent users during weekdays, 16 (44.4%) used
the internet ≥ 6 hours and 20 (55.6%) used < 6 hours. Among the
non-dependent users, 34(24.3%) used the internet ≥ 6 hours and 106
(75.7%) used < 6 hours during weekdays. There was a significant rela-
tionship between internet dependency with duration of internet use
during weekdays (p = 0.017). During weekends, among the 24 (66.7%)
dependent internet users used the internet for ≥ 6 hours while 12(33.3%)
used < 6 hours. Meanwhile 72(51.4%) of non-dependent internet users
used the internet at least ≥ 6 hours while 68(48.6%) of them used < 6
hours. No significant relationship between internet dependency with
duration of internet use during weekends was observed (p = 0.10).
Increased numbers of students were found to use internet for ≥ 6 hours
in both dependent and independent user groups.
Correlation between Internet dependency and CGPA which revealed
no significant relationship between Internet dependency and CGPA was
shown in Table 6
Figure 1 showed the student perception on the impact of internet
usage towards academic performance where 64.4% of the respondents
perceived that Internet acts as supplement to the information given by
the lectures.
DISCUSSION
Internet has become an integral part of our society. There is no
doubt that internet brings benefits to the users, however there are nega-
tive impacts that are identified by the researchers which includes
impaired academic performance, health problems, personal relationship
problems and social dysfunction (Wanajak 2011). Researchers reported
psychological problems including social isolation, depression, loneli-
ness, and difficulties with time management are related with over inter-
net use (Young and Rodger1998). This study explored the impact of
internet use on the academic performance of the medical students.
85
Nearly, three fourth of the respondents in this study were female
(73%) and around one fourth (27%) were male (Table 1). Regarding
time spend on internet, 71.6%, and 45.5% used internet <6 hours during
weekdays and weekends respectively while 28.4% and 54.5% respon-
dents spend at least >6 hours on weekdays and weekends respectively
(Table 2). It is obvious that internet use for >6 hours has been increased
during the weekend (55%) compared to weekend (29%). This result is
similar to the study of Young (2006) where internet use has increased
during weekend compared to the weekdays.
The main purposes of Internet use were to obtain course related
information as stated by 84.1% respondents while 76.1% stated for
entertainment purpose and 71.6% opined as to complete assignment
(Table-3). This result corresponds with Livingstone and Bober (2005)
who reported that 90% of the participants used the Internet for school or
college work. Similarly, Kumar and Kaur (2006) have found that 72.2%
respondents used the Internet for education purpose while 50.8% for
research. Jones and Madden (2002), reported that 73% of the college
students used Internet more than that of library for retrieving their
research material. They found Internet as an easy way to communicate
with teachers, do research and access library. Survey in Australian
University revealed that 885 students used Internet for course related
research (Foster 2000). Recent study in Malaysia by Lauran et al (2013)
revealed that 98.3% students' have access to website for search of infor-
mation and assignment as it is faster and easier. However, regarding the
use of Internet as a communicating medium, our study finding is not so
obvious. It is less than 40%. Similar study in UiTM showed that they
depend on Internet very much for their communication. They reported
the use of email and chatting was 96.7% and 70% respectively for com-
munication (Lauren et al, 2013). It is very surprising that < 40 % stu-
dents uses email or chatting for their communication. Further study may
reveal the exact reason for this.
Correlation between CGPA and duration of Internet use showed that
higher CGPA was observed among the users who used internet ≥ 6
hours in both weekdays and weekends (Table 4). However, it is only
significant during weekdays (p = 0.003). Similar reports were revealed
in the study done by Young (2006) where students with higher average
academic grades tended to spend more time using the Internet than oth-
ers. Asdaque, Khan and Rizvi (2010) reported students who used inter-
net for downloading assignment and books/journal have higher CGPA
as compared to those who used internet for other than assignment or
downloading software/songs. Mathew and Schrum (2003) also reported
affirmative association between academic performance and quantity of
time used for internet per week. In this era of IT world, internet actually
helps students to achieve their academic performance.
Thirty six respondents (20.45%) were identified as dependent inter-
net users (Table 5). This value is less than the value obtained in Nepal.
Study in Nepal revealed that among 130 students, 40% had mild addic-
tion, 41.53% had moderate addiction and 3.07% had severe addiction.
About 31.53% felt restlessness when deprived of Internet (Pramanik et
al 2012). However the scale used for detection of Internet addiction is
different in both these studies. There are few studies examined the gen-
der as a predicting factor for internet addiction. Scherer (1997) reported
significantly large proportion of male (71%) are internet dependent
compared to the female (29%) whereas in the non dependent group
there were equal number of male and female (50% vs 50%). Our study
did not evaluate the result among different gender and future study can
be done in this respect.
86 Harlina H. S. et al.
There was no significant difference observed between Internet
dependency and CGPA (Table 6). This revealed that Internet dependen-
cy actually does not influence the academic result. Significant relation-
ship was observed with higher CGPA and time spends on internet. This
could be explained by the fact that the undergraduate students are actu-
ally adult learner and they know the proper use of internet sites. Here
we found that the main purpose of their use was course and assignment
related (Table 3) that in turn help them to achieve their academic perfor-
mance. Internet has the option to access to information sites as well as
to different other sites such as social media site, internet game, cyber
sex etc. Depending on the way of thinking and maturity of the Internet
user, one can prioritize their focus on proper use of it. So the prediction
of our study findings is that, by proper focusing and use of Internet
information world, one can achieve the better result. Our result contra-
dict with Robert, Michael and John (2001) whereby a significant per-
cent of respondent agreed Internet had impaired their academic perfor-
mance as it kept them up late, felt tired the next day and missed classes.
Overall results generally corroborate with the findings in which the
participants perceived that Internet as a supplement for learning hence
improving their academic performance. This result is similar to that of
Universiti Sains Malaysia (USM) students' positive perception about the
quality of learning through the Internet (Muniandy 2010). Study by
Rhoades et al. (2007) found that students perceived Internet as good,
easy to understand, beneficial, believable, credible, and accurate. Study
by Asan and Koca (2006) determined that students perceived Internet as
a universal digital library and fastest way to reach knowledge. Ogedebe
(2012) reported that 79% of the respondents accepted their academic
performance has improved by using the Internet. However, some stu-
dents perceived that internet has negative impact in their life. Total
16.3% students in the present study viewed spending time on internet
have bad consequences on their academic performance (Figure 1).
Young’s study (1998) reported that dependent users perceived that inter-
net resulted in personal, family and occupational problems in their life
which is similar to that experienced in other addiction. Scherer's study
(1997) reported, 13% respondents viewed Internet interfered their aca-
demic or professional work and social life.
Time is changing; perspective is changing (Salam et al. 2011).
Although there has been growing concern regarding the risk of overuse
of internet, we cannot prevent its usage as there are many benefits
linked with it. Core values of professionalism need to be emphasized by
the educators and upgrading of students' professionalism through
assessment and evaluation is essential in order to become responsible
scientific literate citizens (Salam et al. 2012).
CONCLUSION
This study concludes that high internet usage brings better academic
result as students get the opportunity to enter to the information world.
Internet dependency has no significant negative correlation in the aca-
demic achievement of the students. Self evaluation, self motivation and
self control to upgrade the ethical and moral professional values in the
students need to be emphasized. Further study is suggested with wider
instruments for in depth study in order to investigate the dependent
users and also to take measures to rehabilitate them if necessary.
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