A Regression Analysis on the Hours Spent on the Internet and Time Spent to Study on Academic Performance of Students Chapter One OBJECTIVES OF THE STUDY To investigate whether the time students spent on the internet enhance academic performance of students.

A Regression Analysis on the Hours Spent on the Internet and Time Spent to Study on Academic Performance of Students

Chapter One

OBJECTIVES OF THE STUDY

1. To investigate whether the time students spent on the internet enhance academic performance of students.
2. To determine the relationship between time spent studying outside of class and academic performance of students.
3. To examine the relationship between time spent working and academic performance of students.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter presents the review of related literature on “a regression analysis on the hours spent on the internet and time spent to study on academic performance of students. Views and opinions of other authors will be presented as follows.

THEORETICAL FRAMEWORK

Mobile learning theory

The terms “M-Learning” and “Mobile Learning” are usually used to refer to teaching and learning with mobile technologies. The “mobile” in “mobile learning” has two implications:

1. a) Learner Mobility:learners are able to engage in educational activities without the constraints of having to do so in a tightly delimited physical location. To a certain extent, learning can happen outside a classroom or in various locations, requiring nothing more than the motivation to do so wherever the opportunity arises – from books, electronic resources, places and people.
2. b) Mobile Devices:portable, lightweight devices that are sometimes small enough to fit in a pocket or in the palm of one’s hand. Typical examples are mobile phones, smart phones (like the iPhone), palmtops, and handheld computers like the iPad or PDAs (Personal Digital Assistants); Tablet PCs, laptop computers and personal media players like the iPod can also fall within its scope. These devices can be carried around with relative ease and used for communication and collaboration, and for teaching and learning activities that are different from what is possible with other media.

According to O’Malley et al. (2003) have defined mobile learning as taking place when the learner is not at a fixed, predetermined location, or when the learner takes advantage of the learning opportunities offered by mobile technologies. The Learn2Go project gives Mobile Learning a more detailed definition: a term used to define the type of learning that takes place when the learner has some kind of mobile handheld computer, such as a PDA, Smartphone, tablet PC, games console or other portable device and can make use of the device, it’s connectivity, tools and content to learn at a time and place of the learners choosing.

Mobile learning has a range of attributes that might contribute to its definition:

1. i) spontaneous
2. ii) personal

iii) informal

1. iv) contextual
2. v) portable
3. vi) ubiquitous (available everywhere)

vii) pervasive (so integrated with daily activities that it is hardly noticed)

Compared to e-learning, m-learning has these additional features:

1. i) more varied and changing locations
2. ii) more immediate interaction

iii) smaller, often wireless devices

Multimedia Learning Theory

There is a growing body of evidence that use of ICT in the classroom can enhance learning (Meiers, 2009). Computer-based multimedia learning environments – consisting of images, text and sound – offer a potentially powerful setting for improving student understanding. However, all multimedia resources are not equally effective, so the challenge teacher’s face is how to assess and select multimedia resources that best promote meaningful learning. How can we use words and pictures to help students explore the life stories of significant Indigenous figures, learn how the language and techniques of filmmaking are used to tell stories, explore the characteristics of scatter plot graphs, explore the properties of right-angled triangles to calculate unknown quantities, better understand the current model of the Earth’s structure or solve a product design brief?

Mayer and Moreno (2002) discuss the cognitive theory of how learners process multimedia information. This theory can be used to guide teachers to assess and select the mo

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