Uses And Gratifications of The Internet
Added on 2022-09-09
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USES AND GRATIFICATIONS OF THE INTERNET AMONG UNIVERSITY OF LAGOS
UNDERGRADUATES
Joseph Adepoju Tejumaiye 8 , Godwin Iretomiwa Simon 9 and Vincent Adakole Obia 10
University of Lagos
ABSTRACT
This study sought to ascertain how UNILAG students use the internet and the
motivation behind the usage pattern. The study was guided by four research
questions that sought to establish the level of internet usage among the students;
major activities carried out on the internet; the gratifications derived from the online
activities and; whether or not their internet activities have any link with the
gratification they hoped to derive from such activities. The study is anchored on the
uses and gratifications theory which perceives audiences to be active, rather than
passive users of media and their messages. The survey research design was used, and
data was collected using a questionnaire targeted at 220 respondents selected using
the multi-stage sampling technique. The study’s findings were analysed using SPSS
and presented in basic frequency tables and percentages. Findings from the study
showed that all UNILAG undergraduates use the Internet with 75. 4 per cent of them
using it on daily basis with the major access point being the mobile phone. The most
practised internet activity was social networking with a 35. 5 per cent response. A
majority (93.1%) said their online activities are informed by the gratifications they
hope to derive, while 6.9 per cent disagreed affirming the relevance of the uses and
gratifications theory. This study recommends that UNILAG students should maximize
the opportunities provided by the internet for academic purposes.
Keywords: internet, uses and gratifications, new media, UNILAG, Nigeria
The advent of the internet has revolutionised the communication sphere.
Right from the 1990s when the internet began to permeate global information
landscape, its use has become a topical issue among researchers. Internet is basically
8 Joseph Adepoju Tejumaiye is an associate professor in the Department of Mass Communication, University of Lagos. His
research interests are political communication, journalism, integrated marketing communication, research and media/poverty,
migration and media studies. E-mail: pojutejumaiye@yahoo.com; jtejumaiye@unilag.edu.ng
9 Godwin Iretomiwa Simon is an assistant lecturer in the Department of Mass
Communication, University of Lagos. His research interests are digital media, media and migration studies, creative industries,
journalism. E-mail: gsimon@unilag.edu.ng
10 Vincent Adakole Obia Simon is an assistant lecturer in the Department of Mass
Communication, University of Lagos. His research interests are media and society, media representation, new
media. E-mail: vobia@unilag.edu.ng
Correspondence concerning this article should be addressed to Joseph Adepoju Tejumaiye Department of Mass Communication,
University of Lagos. E-mail: pojutejumaiye@yahoo.com; jtejumaiye@unilag.edu.ng
USES AND GRATIFICATIONS OF THE INTERNET AMONG UNIVERSITY OF LAGOS
UNDERGRADUATES
Joseph Adepoju Tejumaiye 8 , Godwin Iretomiwa Simon 9 and Vincent Adakole Obia 10
University of Lagos
ABSTRACT
This study sought to ascertain how UNILAG students use the internet and the
motivation behind the usage pattern. The study was guided by four research
questions that sought to establish the level of internet usage among the students;
major activities carried out on the internet; the gratifications derived from the online
activities and; whether or not their internet activities have any link with the
gratification they hoped to derive from such activities. The study is anchored on the
uses and gratifications theory which perceives audiences to be active, rather than
passive users of media and their messages. The survey research design was used, and
data was collected using a questionnaire targeted at 220 respondents selected using
the multi-stage sampling technique. The study’s findings were analysed using SPSS
and presented in basic frequency tables and percentages. Findings from the study
showed that all UNILAG undergraduates use the Internet with 75. 4 per cent of them
using it on daily basis with the major access point being the mobile phone. The most
practised internet activity was social networking with a 35. 5 per cent response. A
majority (93.1%) said their online activities are informed by the gratifications they
hope to derive, while 6.9 per cent disagreed affirming the relevance of the uses and
gratifications theory. This study recommends that UNILAG students should maximize
the opportunities provided by the internet for academic purposes.
Keywords: internet, uses and gratifications, new media, UNILAG, Nigeria
The advent of the internet has revolutionised the communication sphere.
Right from the 1990s when the internet began to permeate global information
landscape, its use has become a topical issue among researchers. Internet is basically
8 Joseph Adepoju Tejumaiye is an associate professor in the Department of Mass Communication, University of Lagos. His
research interests are political communication, journalism, integrated marketing communication, research and media/poverty,
migration and media studies. E-mail: pojutejumaiye@yahoo.com; jtejumaiye@unilag.edu.ng
9 Godwin Iretomiwa Simon is an assistant lecturer in the Department of Mass
Communication, University of Lagos. His research interests are digital media, media and migration studies, creative industries,
journalism. E-mail: gsimon@unilag.edu.ng
10 Vincent Adakole Obia Simon is an assistant lecturer in the Department of Mass
Communication, University of Lagos. His research interests are media and society, media representation, new
media. E-mail: vobia@unilag.edu.ng
Correspondence concerning this article should be addressed to Joseph Adepoju Tejumaiye Department of Mass Communication,
University of Lagos. E-mail: pojutejumaiye@yahoo.com; jtejumaiye@unilag.edu.ng
65
a communication network through which people can share news and information
easily amongst other uses. Across the world, no other communication vehicle or
technology has spread among people as fast as the internet. It is one of the greatest
advancement in the world of information technology and has become a useful
instrument that has fostered the process of making the world a global village. The
number of internet users has increased worldwide to 4 billion with a majority
accessing through smartphones and mobile devices (McDonald, 2018)
Olatokun (2008) observes that the internet is a global network of computers
linked together over large distances and it was created by the American military as a
means of communication. He posits that it has been in existence since the I950s and
up until the mid-to late eighties, mainly commercial organisations and educational
institutions used the internet. This was due to high costs. The rapid development of
technology has seen improvement in communication links and a lowering of costs.
The implication is that the internet is now more widely available. The availability and
the process by which an effort to use the internet through an electronic
communications system is carried out is referred to as internet access. The internet
has had a far larger and more serious impact on our society than the introduction of
television; possibly as great an influence on history as the industrial revolution or the
printing press (Osunade, 2003).
Ojedokun (2001) cited by Olatokun (2008) notes that the internet has
broken down barriers of communication and information access. It is fast, reliable and
does not have restrictions on content or format. It also has a limitless range of
facilities, which assist users to access almost infinite amounts of information. It offers
the opportunity for access to up-to-date research reports and knowledge globally. It
has thus become an important component of electronic services in academic
institutions (Ojedokun, 2001).
Otunla (2013) observes that the internet allows a wide range of materials to
be accessed by people across the globe irrespective of their location. It is also a
publishing medium which allows access to a large pool of information which was not
possible in the past, thereby reducing the information gap between students in
developed and developing countries. It is user friendly, fast and enables access to
information from anywhere around the world with no time limitation. Apart from
using the internet to obtain academic information, it is also a platform where students
socialize with friends and family. Today, the internet has become a medium that many
students cannot do without because they can read and listen to news, watch videos,
chat with family and friends, send and receive mails and do many other things. The
issue of internet access may no longer be a problem to undergraduate students, as
many telecommunication operators now provide access via mobile phones or
modems that can be connected to laptops.
a communication network through which people can share news and information
easily amongst other uses. Across the world, no other communication vehicle or
technology has spread among people as fast as the internet. It is one of the greatest
advancement in the world of information technology and has become a useful
instrument that has fostered the process of making the world a global village. The
number of internet users has increased worldwide to 4 billion with a majority
accessing through smartphones and mobile devices (McDonald, 2018)
Olatokun (2008) observes that the internet is a global network of computers
linked together over large distances and it was created by the American military as a
means of communication. He posits that it has been in existence since the I950s and
up until the mid-to late eighties, mainly commercial organisations and educational
institutions used the internet. This was due to high costs. The rapid development of
technology has seen improvement in communication links and a lowering of costs.
The implication is that the internet is now more widely available. The availability and
the process by which an effort to use the internet through an electronic
communications system is carried out is referred to as internet access. The internet
has had a far larger and more serious impact on our society than the introduction of
television; possibly as great an influence on history as the industrial revolution or the
printing press (Osunade, 2003).
Ojedokun (2001) cited by Olatokun (2008) notes that the internet has
broken down barriers of communication and information access. It is fast, reliable and
does not have restrictions on content or format. It also has a limitless range of
facilities, which assist users to access almost infinite amounts of information. It offers
the opportunity for access to up-to-date research reports and knowledge globally. It
has thus become an important component of electronic services in academic
institutions (Ojedokun, 2001).
Otunla (2013) observes that the internet allows a wide range of materials to
be accessed by people across the globe irrespective of their location. It is also a
publishing medium which allows access to a large pool of information which was not
possible in the past, thereby reducing the information gap between students in
developed and developing countries. It is user friendly, fast and enables access to
information from anywhere around the world with no time limitation. Apart from
using the internet to obtain academic information, it is also a platform where students
socialize with friends and family. Today, the internet has become a medium that many
students cannot do without because they can read and listen to news, watch videos,
chat with family and friends, send and receive mails and do many other things. The
issue of internet access may no longer be a problem to undergraduate students, as
many telecommunication operators now provide access via mobile phones or
modems that can be connected to laptops.
66
The growth of the internet in Nigeria has been on the increase. Adeya and
Oyeyinka (2002) however observe that the level of internet access in Nigeria is far
below that of developed countries. In late 2003, Nigeria had a total of 750,000
internet users (ITU, 2004). As at June, 2009, the figure increased significantly to 11
million internet users, representing about 5,400 per cent increment from 200,000 in
December, 2000 (Internetworldstats, 2009). However, the Nigerian Communications
Commission (NCC) has announced a record 103 million Nigerian internet users as at
2018. This shows high penetration rate of the internet among Nigerians.
The ubiquity of the internet has given media audience more sources from
which they can access information - magazines, television, radio, books, and the
internet. Users may now access all these mass media options and more online. It is
important to note that users of the internet use these sources for different reasons.
They may choose mass media to satisfy their communication, information, escapism,
companionship or entertainment needs. In addition, consumers are now more in
control of their information sources and therefore it is necessary to assess who, why
and for what reasons the internet is used. This information is vital to marketers and
advertisers attempting to reach a specific market, for news media personnel
informing mass audiences about current events, and for businesses identifying and
reaching their target markets (Stafford & Stafford, 1998, p. 174).
Mass communications researchers and theorists have been interested in
determining why audiences choose to use a particular medium and how they use this
medium to gratify their needs for decades. Researchers have linked mass media and
their audiences' media uses to the Uses and Gratifications Theory. The thrust of the
Uses and Gratification theory is the assumption that media audience are active, and
thus select or expose themselves to the media that meet their specific needs. Hence,
the theory assumes that media use is in tandem with the expected benefits or
gratifications the user hopes to achieve (Turner, 2010).
Scholars (Jagboro 2003; Otunla, 2013; Udenze & Azeez, 2010) have
identified high internet penetration among students who use it for various reasons
such as academics, news and information, entertainment, escapism, etc. On the
backdrop of the tenets of the Uses and Gratifications theory, this study sought to
determine the internet usage pattern among undergraduates of the University of
Lagos as well as ascertain whether or not their internet activities are triggered by the
gratifications they hope to derive from them. This study will not only contribute to the
pool of existing literature in this field, it will also be a timely work in ascertaining the
relevance of the Uses and Gratifications theory in the internet age.
The growth of the internet in Nigeria has been on the increase. Adeya and
Oyeyinka (2002) however observe that the level of internet access in Nigeria is far
below that of developed countries. In late 2003, Nigeria had a total of 750,000
internet users (ITU, 2004). As at June, 2009, the figure increased significantly to 11
million internet users, representing about 5,400 per cent increment from 200,000 in
December, 2000 (Internetworldstats, 2009). However, the Nigerian Communications
Commission (NCC) has announced a record 103 million Nigerian internet users as at
2018. This shows high penetration rate of the internet among Nigerians.
The ubiquity of the internet has given media audience more sources from
which they can access information - magazines, television, radio, books, and the
internet. Users may now access all these mass media options and more online. It is
important to note that users of the internet use these sources for different reasons.
They may choose mass media to satisfy their communication, information, escapism,
companionship or entertainment needs. In addition, consumers are now more in
control of their information sources and therefore it is necessary to assess who, why
and for what reasons the internet is used. This information is vital to marketers and
advertisers attempting to reach a specific market, for news media personnel
informing mass audiences about current events, and for businesses identifying and
reaching their target markets (Stafford & Stafford, 1998, p. 174).
Mass communications researchers and theorists have been interested in
determining why audiences choose to use a particular medium and how they use this
medium to gratify their needs for decades. Researchers have linked mass media and
their audiences' media uses to the Uses and Gratifications Theory. The thrust of the
Uses and Gratification theory is the assumption that media audience are active, and
thus select or expose themselves to the media that meet their specific needs. Hence,
the theory assumes that media use is in tandem with the expected benefits or
gratifications the user hopes to achieve (Turner, 2010).
Scholars (Jagboro 2003; Otunla, 2013; Udenze & Azeez, 2010) have
identified high internet penetration among students who use it for various reasons
such as academics, news and information, entertainment, escapism, etc. On the
backdrop of the tenets of the Uses and Gratifications theory, this study sought to
determine the internet usage pattern among undergraduates of the University of
Lagos as well as ascertain whether or not their internet activities are triggered by the
gratifications they hope to derive from them. This study will not only contribute to the
pool of existing literature in this field, it will also be a timely work in ascertaining the
relevance of the Uses and Gratifications theory in the internet age.
67
Statement of the Problem
It is generally agreed that that the internet has become an established
platform for multi-faceted activities. These include academic-related activities, online
shopping, social networks, online videos, online gaming, downloads, electronic mails,
internet banking, among others (Otunla, 2013). Scholars (Harrel, 2000; Olatokun,
2008) have identified other uses such as for maintaining social contact, reducing
personal insecurity, gaining valuable support, seeking advice, accessing current news
and escaping reality. When streamlined to how students use the internet, studies
have shown that the primary use of the internet was for communication,
entertainment, and leisure [e.g., reading and sending e-mail, online chatting, instant
messaging, playing and downloading music and games and reading newspapers]
(Ojedokun, 2001).
Interestingly, despite the numerous literature on the usage pattern of the
internet among students, there is a dearth of empirical research on whether the usage
pattern is directly triggered by the gratifications they hope to derive from its use or
whether it is based on the options presented to them by the internet. This study thus
sought to fill this gap. It is a known fact that the uses and gratification theory traced
to Blumler and Katz (1974) has become a resounding voice in the field of media
audience research. This is because the theory does not only assume that media
audience are active in reception of media messages, it also bequeaths to them the
ability to select media platforms that directly meet their identified needs. When the
theory was advanced in 1974, the prevalent media of communication in vogue then
were newspapers, magazines, radio and the emerging television. The internet was yet
to assume the strong communication role it currently holds. Thus, this study was
geared towards ascertaining the internet usage pattern among University of Lagos
(UNILAG) undergraduates as well as establishing whether their online activities are
inspired by their need for specific gratifications. The study will thus be a key
contribution towards examining the relevance of the Uses and Gratifications theory
in the internet age.
Research Questions
The following research questions guided the study:
1. What is the internet usage rate among University of Lagos undergraduates?
2. What are the online activities carried out by University of Lagos undergraduates?
3. What specific gratifications do University of Lagos undergraduates derive from
internet use?
Statement of the Problem
It is generally agreed that that the internet has become an established
platform for multi-faceted activities. These include academic-related activities, online
shopping, social networks, online videos, online gaming, downloads, electronic mails,
internet banking, among others (Otunla, 2013). Scholars (Harrel, 2000; Olatokun,
2008) have identified other uses such as for maintaining social contact, reducing
personal insecurity, gaining valuable support, seeking advice, accessing current news
and escaping reality. When streamlined to how students use the internet, studies
have shown that the primary use of the internet was for communication,
entertainment, and leisure [e.g., reading and sending e-mail, online chatting, instant
messaging, playing and downloading music and games and reading newspapers]
(Ojedokun, 2001).
Interestingly, despite the numerous literature on the usage pattern of the
internet among students, there is a dearth of empirical research on whether the usage
pattern is directly triggered by the gratifications they hope to derive from its use or
whether it is based on the options presented to them by the internet. This study thus
sought to fill this gap. It is a known fact that the uses and gratification theory traced
to Blumler and Katz (1974) has become a resounding voice in the field of media
audience research. This is because the theory does not only assume that media
audience are active in reception of media messages, it also bequeaths to them the
ability to select media platforms that directly meet their identified needs. When the
theory was advanced in 1974, the prevalent media of communication in vogue then
were newspapers, magazines, radio and the emerging television. The internet was yet
to assume the strong communication role it currently holds. Thus, this study was
geared towards ascertaining the internet usage pattern among University of Lagos
(UNILAG) undergraduates as well as establishing whether their online activities are
inspired by their need for specific gratifications. The study will thus be a key
contribution towards examining the relevance of the Uses and Gratifications theory
in the internet age.
Research Questions
The following research questions guided the study:
1. What is the internet usage rate among University of Lagos undergraduates?
2. What are the online activities carried out by University of Lagos undergraduates?
3. What specific gratifications do University of Lagos undergraduates derive from
internet use?
68
4. To what extent are online activities carried out by University of Lagos
undergraduates triggered by gratifications to be derived?
LITERATURE REVIEW
Online Activities and Gratifications among Students
Undergraduate students like people in the general population access and
use the internet for various reasons (Otunla, 2013). Gagnon and Krovi (2000) carried
out a survey of internet usage among undergraduate management science and
operations management students and found that most respondents were searching
for information/data gathering, retrieving articles, reading and downloading
information etc. Tella’s (2007) findings revealed that majority of the respondents used
internet between 1-5 hours per week. A similar study conducted in New Zealand
found that 73% of the students access the internet on a daily basis while 25% access
it at least once in a week (Waldman, 2003)
On its part, Jagboro’s (2003) study on internet usage in Obafemi Awolowo
University shows that 53.4% of students used the internet for research materials and
39.7% for course materials. Similarly, Kumar and Kaur’s (2005) study reveals that
69.4% use internet mainly for educational purposes and 34.7% use internet for
entertainment purposes. Udende and Azeez (2010) conducted a study on internet
access and use among students of University of Ilorin and found that 80.8%
respondents admitted that they mostly use the internet for academic purpose, 14%
used for mails while 4.9% used it for fun. In the same vein, Awoleye, Siyanbola and
Oladipo’s (2008) findings reveal that 70% of students use the internet mostly for e-
mail, 65% use it for information search and 20% use for on-line chatting; all of which
were found to have a significant impact on their academics and social life. Anasi’s
(2006) study on internet use pattern of undergraduate students at the University of
Lagos showed that internet use has very high impact on the academic/career-related
activities of the students
Korgen, Odell and Schumacher’s (2001) research show a connection
between study habits and internet use. Students who dedicated more hours per week
studying are also logging more hours on-line than those who devote less time to their
academic work. For instance, those who study for 25 hours per week registered the
highest mean score of 11.29 internet hours while those who study for 5 hours per
week have internet hour mean score of 4.85.
On internet experience, Bankole and Babalola (2012) found out that 34.8%
of undergraduate students have been using the internet for 5-6 years. Similarly, Fasae
4. To what extent are online activities carried out by University of Lagos
undergraduates triggered by gratifications to be derived?
LITERATURE REVIEW
Online Activities and Gratifications among Students
Undergraduate students like people in the general population access and
use the internet for various reasons (Otunla, 2013). Gagnon and Krovi (2000) carried
out a survey of internet usage among undergraduate management science and
operations management students and found that most respondents were searching
for information/data gathering, retrieving articles, reading and downloading
information etc. Tella’s (2007) findings revealed that majority of the respondents used
internet between 1-5 hours per week. A similar study conducted in New Zealand
found that 73% of the students access the internet on a daily basis while 25% access
it at least once in a week (Waldman, 2003)
On its part, Jagboro’s (2003) study on internet usage in Obafemi Awolowo
University shows that 53.4% of students used the internet for research materials and
39.7% for course materials. Similarly, Kumar and Kaur’s (2005) study reveals that
69.4% use internet mainly for educational purposes and 34.7% use internet for
entertainment purposes. Udende and Azeez (2010) conducted a study on internet
access and use among students of University of Ilorin and found that 80.8%
respondents admitted that they mostly use the internet for academic purpose, 14%
used for mails while 4.9% used it for fun. In the same vein, Awoleye, Siyanbola and
Oladipo’s (2008) findings reveal that 70% of students use the internet mostly for e-
mail, 65% use it for information search and 20% use for on-line chatting; all of which
were found to have a significant impact on their academics and social life. Anasi’s
(2006) study on internet use pattern of undergraduate students at the University of
Lagos showed that internet use has very high impact on the academic/career-related
activities of the students
Korgen, Odell and Schumacher’s (2001) research show a connection
between study habits and internet use. Students who dedicated more hours per week
studying are also logging more hours on-line than those who devote less time to their
academic work. For instance, those who study for 25 hours per week registered the
highest mean score of 11.29 internet hours while those who study for 5 hours per
week have internet hour mean score of 4.85.
On internet experience, Bankole and Babalola (2012) found out that 34.8%
of undergraduate students have been using the internet for 5-6 years. Similarly, Fasae
69
and Aladeniyi (2012) also reported that 65% had more than 3 year’s internet use
experience. Otunla (2013) found that students’ major access to the internet are
through their mobile phones (52.7%), 33.9% access it from their laptop using modems,
8.1% home network, only 6.4 % access through the university digital centre while none
accessed through the University Library. The purpose of using the internet by the
respondents is mainly for academic purpose with the highest mean score of 3.40;
meanwhile on line shopping is the least purpose of use with the mean score of 1.70.
On using the internet for various academic activities, respondents used internet
mainly for searching out information on their assignments with a mean score of 3.60
followed by finding information for their research work with mean score of 3.16. The
least is searching for information on universities with the mean score of 1.77.
Biradar, Rajashekhar and Sampath (2006) conducted a study on internet
usage by the student and faculty members in Kuvempu University. Results of the study
indicated that 42.1 % students use the internet twice a week and 31.2% of faculties
use it every day. The majority of students as well as faculty staffs use internet for study
and teaching purposes. It was also used to replace the traditional classroom lectures
or supplement traditional teaching methods. Other findings were that internet usage
enables students to communicate with other students abroad and thus share each
other’s ideas, knowledge, experiences and cultures. More importantly, capability of
internet use enhances skills and potentials of students which assist them in their
studies. In a related study of internet access and utilization by the students at the
University of Botswana, it was found that inadequate computers denied students
access to internet facilities (Ojedokun, 2001).
Ani (2010) investigated the extent and level of internet access as well as the
use of electronic resources by undergraduate students in three Nigerian Universities.
Ani’s findings revealed that undergraduate students use the internet extensively.
However, access to the internet was hampered by lack of adequate infrastructure.
Due to the poor infrastructure, the majority of the respondents relied on private,
commercial internet services, and cybercafés. It was also found that internet
education for the respondents is needed for the use of electronic resources and
databases. The results show that most of the students use this technology for course-
related reading and research even if they are new users of the internet.
According to Berson (2000), it is a universal fact that the use of internet has
a great impact on the student’s academic career. Internet usage has become very
popular in many areas as well as in education in recent years. Accordingly, internet
access in schools has increased greatly over the last 20 years (Berson, 2000, p. 486-
499).
and Aladeniyi (2012) also reported that 65% had more than 3 year’s internet use
experience. Otunla (2013) found that students’ major access to the internet are
through their mobile phones (52.7%), 33.9% access it from their laptop using modems,
8.1% home network, only 6.4 % access through the university digital centre while none
accessed through the University Library. The purpose of using the internet by the
respondents is mainly for academic purpose with the highest mean score of 3.40;
meanwhile on line shopping is the least purpose of use with the mean score of 1.70.
On using the internet for various academic activities, respondents used internet
mainly for searching out information on their assignments with a mean score of 3.60
followed by finding information for their research work with mean score of 3.16. The
least is searching for information on universities with the mean score of 1.77.
Biradar, Rajashekhar and Sampath (2006) conducted a study on internet
usage by the student and faculty members in Kuvempu University. Results of the study
indicated that 42.1 % students use the internet twice a week and 31.2% of faculties
use it every day. The majority of students as well as faculty staffs use internet for study
and teaching purposes. It was also used to replace the traditional classroom lectures
or supplement traditional teaching methods. Other findings were that internet usage
enables students to communicate with other students abroad and thus share each
other’s ideas, knowledge, experiences and cultures. More importantly, capability of
internet use enhances skills and potentials of students which assist them in their
studies. In a related study of internet access and utilization by the students at the
University of Botswana, it was found that inadequate computers denied students
access to internet facilities (Ojedokun, 2001).
Ani (2010) investigated the extent and level of internet access as well as the
use of electronic resources by undergraduate students in three Nigerian Universities.
Ani’s findings revealed that undergraduate students use the internet extensively.
However, access to the internet was hampered by lack of adequate infrastructure.
Due to the poor infrastructure, the majority of the respondents relied on private,
commercial internet services, and cybercafés. It was also found that internet
education for the respondents is needed for the use of electronic resources and
databases. The results show that most of the students use this technology for course-
related reading and research even if they are new users of the internet.
According to Berson (2000), it is a universal fact that the use of internet has
a great impact on the student’s academic career. Internet usage has become very
popular in many areas as well as in education in recent years. Accordingly, internet
access in schools has increased greatly over the last 20 years (Berson, 2000, p. 486-
499).
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