Internet Utilization Behaviour of Agricultural Students ... - Thesis

Internet Utilization Behaviour of Agricultural Students

of Swami Keshwanand Rajasthan Agricultural

University, Bikaner

Thesis

Submitted to the

Swami Keshwanand Rajasthan Agricultural University, Bikaner

in partial fulfillment of the requirement

for the degree of

Master of Science

in the

Faculty of Agriculture

(Extension Education)

By

Suresh Garhwal

2010


S.K.N. College of Agriculture, Jobner

CERTIFICATE-I

Dated :------.2010

This is to certify that Mr. Suresh Garhwal has successfully

completed the comprehensive examination held on ----------as required

under the regulation for Master’s degree.

(N.K. Sharma )

Head

Department of Extension Education

S.K.N. College of Agriculture,

Jobner



CERTIFICATE-II

Dated :------------2010

This is to certify that the thesis entitled “Internet Utilization

Behaviour of Agricultural Students of Swami Keshwanand Rajasthan

Agricultural University, Bikaner”, submitted for the degree of Master of

Science in the subject of Extension Education embodies bonafide

research work carried out by Mr. Suresh Garhwal under my guidance

and supervision and that no part of this thesis has been submitted for any

other degree. The assistance and help received during the course of

investigation have been fully acknowledged. The draft of the thesis was

also approved by the advisory committee on ...............

(I. M. Khan)

Major Advisor

(G. L. Keshwa) Dean

S.K.N.College of Agriculture, Jobner

(N.K. Sharma)

Head

Department of Extension Education

S.K.N. College of Agriculture,

Jobner



CERTIFICATE-III

Dated :----------- 2010

This is to certify that the thesis entitled “Internet Utilization


Agricultural University, Bikaner”, submitted by Mr. Suresh Garhwal to

Rajasthan Agricultural University, Bikaner, in partial fulfilment of the

requirements for the degree of Master of Science in the subject of

Extension Education after recommendation by the external examiner,

was defended by the candidate before the following members of the

examination committee. The performance of the candidate in the oral

examination on his thesis has been found satisfactory. We therefore,

recommend that the thesis be approved.

(I. M. Khan) Major Advisor

(J. P. Yadav) (K.N. Gupta) Advisor Advisor

(N.K. Sharma) (R. C. Kumawat) Head Dean, PGS Nominee Department of Extension Education

(G.L. Keshwa) Approved Dean S.K.N. College of Agriculture, DEAN Jobner POST GRADUATE STUDIES RAJASTHAN AGRICULTURAL UNIVERSITY, BIKANER



CERTIFICATE-IV

Dated :----------2010

This is to certify that Mr. Suresh Garhwal of the Department of

Extension Education, S.K.N. College of Agriculture, Jobner has made

all corrections/modifications in the thesis entitled “Internet Utilization


Agricultural University, Bikaner”, which were suggested by the external

examiner and the advisory committee in the oral examination held

on --------------2010. The final copies of the thesis duly bound and

corrected were submitted on ---------------2010 and forwarded herewith for

approval.

(I. M. Khan)

Major Advisor

(N.K. Sharma)

Head Department of Extension Education

(G.L. Keshwa)

Dean S.K.N. College of Agriculture, Jobner

APPROVED DEAN, PGS RAU, Bikaner

CONTENTS

CHAPTER NO.

PARTICULARS PAGE NO.

1. INTRODUCTION ………..

2. REVIEW OF LITERATURE ………..

3. THEORETICAL ORIENTATION ………..

4. RESEARCH METHODOLOGY ………..

5. RESULTS AND DISCUSSION ………..

6. SUMMARY AND CONCLUSION ………..

BIBLIOGRAPHY ………..

ABSTRACT (English) ………..

ABSTRACT (Hindi) ………..

APPENDICES ………..

ACKNOWLEDGEMENT

With great reverence, I express my warmest feeling with deep sense of gratitude to my

advisor and chairman of my advisory committee Dr. I.M. Khan Assistant Professor, Department of

Extension Education, S.K.N. College of Agriculture, Jobner (Swami Keshwanand Rajasthan

Agricultural University, Bikaner). I have no words to express my heartfelt thanks to him for his

illuminating guidance, unfailing encouragement, scholarly suggestions, unique supervision,

constructive criticism, sympathetic attitude and keen interest during the course of this investigation

and preparation of this manuscript.

I am heartly thankful to member of my advisory committee Dr. J.P. Yadav, Assistant

Professor, Department of Extension Education, Dr. K.N. Gupta, Associate Professor, Department

of Statistics, Dr. R.C. Kumawat, Associate Professor and Head (Dean PGS nominee), Department

of Agricultural Economics, for their sincere advice, critical suggestions and kind help during the

period of investigation.

I am thankful to Dr. N.K. Sharma, Associate Professor and Head, Department of

Extension, for their encouragement and full cooperation during the research programme.

I record my sincere thanks to Dr. G.L. Keshwa, Dean, S.K.N. College of Agriculture,

Jobner for his continuous support to academic pursuits and facilities provided for the execution of

the present research work.

I also want to pay my cordial thanks to Dr. G. S. Bangarva, Dr. H. L. Jat, Dr. Sangram

Singh, and Sh. Manish Agarwal and all the staff members of the Department of Extension

Education, S.K.N. College of Agriculture, Jobner for providing all sorts of help and co-operation as

when needed.

I especially indebted to my colleagues Miss Ankita and Mr. Rohitash, Subhash, Badhalaji,

Shripalji, Ganga Ram and Shankar for not only being excellent fellow batch mates but

understanding friends without those help and support things this work have not been smooth.

Direction is not enough to express my gratitude to my Mother Smt. Vimla Devi and

Father Sh. Ram Kumar, My younger brother Rakesh and younger sister Suman, and sangeeta and

other family members, whose selfless love, filial affection, constant encouragement, obstinate

sacrifices, expectation and blessing have always been the most vital source of inspiration and

motivation in my life. Their memories gave me a sense of relief after hours of tedious work during my

research.

I am also greatful to Sh. Suresh Yadav, Vimal Computers, Jobner for typing the

manuscript neatly and efficiently within a very short period.

Last but not least, a million thanks to God, the almighty who made me to do this task and

made every Job a success for me. My heart is budding with ecstasy and bliss at this moment when I

am extending my thanks to all who co-operated me directly or indirectly.

Jobner

Date: (Suresh Garhwal)

L I S T O F T A B L E S

Table

No.

Particulars

Page

No.

4.1 Locale of study and selection of sample ………

5.1.1 Distribution of internet utilizing agricultural students according

to their gender

………

5.1.2 Distribution of internet utilizing male and female agricultural

students according to their age

………


students according to their marital status

………


students according to their educational qualification

………


students according to their academic achievement (OGPA

obtained during last semester)

………


students according to their fathers education

………


students according to their mothers education

………


students according to their fathers occupation

………


students according to their native place

………


students according to their type of family

………


students according to their size of family

………


students according to their family income (Rs. per month)

………

Table No.

Particulars

Page

No.


students according to their medium of instruction during school

days

………


students according to their exposure to extra – curricular

activities

………


students according to their training being extended by the

college library as to how to use Internet

………


students according to their study of any course, to know the

use of Internet

………


students according to their type of course studied

………


students according to their expertise in navigating the web

………


students according to their place of living at the time of

education

………


students according to their wish to migrate abroad

………


students according to their wish to get higher academic degree

………


students according to their frequency of library use

………


students according to their wish to serve in different areas

………

5.2.1 Experience of internet use of internet utilizing male and female

agricultural students

………

Table No.

Particulars

Page

No.

5.2.2 Preference of access to internet of internet utilizing male and

female agricultural students

………

5.2.3 Expenditure incurred in using internet (Rs. Per month) by

internet utilizing male and female agricultural students

………

5.2.4 Frequency of Internet use of internet utilizing male and female


………

5.2.5 Purpose of internet use of internet utilizing male and female


………

5.2.6 Possession of E-mail ID of internet utilizing male and female


………

5.2.7 Frequency of e-mail use of internet utilizing male and female


………

5.2.8 Purpose of E-mail use of internet utilizing male and female


………

5.2.9 Chatting to make communication by internet utilizing male and


………

5.2.10 Frequency of Chatting of internet utilizing male and female


………

5.2.11 Use of different search-engines by internet utilizing male and


………

5.2.12 Rating Internet as sources of information by internet utilizing

male and female agricultural students

………

5.2.13 Satisfaction with Internet facility of internet utilizing male and


………

5.2.14 Preference of Internet on other media for getting information by


………

5.2.15 Browsing techniques for getting required information from the

Internet by internet utilizing male and female agricultural

students

………

Table No.

Particulars

Page

No.

5.2.16 Frequency of locating the desired information on the Internet

by internet utilizing male and female agricultural students

………

5.2.17 Activities during Internet use by internet utilizing male and


………

5.2.18 Preference of timing of access to internet by internet utilizing


………

5.2.19 Orientation to Internet source of internet utilizing male and


………

5.2.20 Internet utilization level of internet utilizing male and female


………

5.3.1 Effect of internet utilization on the academic performance of

the male and female agricultural students

………

5.3.2 Effect of internet utilization on the non academic performance

of the male and female agricultural students

………

5.4.1 Association of age of internet utilizing male and female

agricultural students with their internet utilization

………

5.4.2 Association of marital status of internet utilizing male and

female agricultural students with their internet utilization

………

5.4.3 Association of educational qualification of internet utilizing

male and female agricultural students with their internet

utilization

………

5.4.4 Association of Academic achievement (OGPA) of internet

utilizing male and female agricultural students with their

internet utilization

………

5.4.5 Association of Education of father of internet utilizing male and


………

5.4.6 Association of Education of mother of internet utilizing male

and female agricultural students with their internet utilization

………

Table No.

Particulars

Page

No.

5.4.7 Association of occupation of father of internet utilizing male


………

5.4.8 Association of native place of internet utilizing male and female


………

5.4.9 Association of type of family of internet utilizing male and


………

5.4.10 Association of size of family of internet utilizing male and


………

5.4.11 Association of family income of internet utilizing male and


………

5.4.12 Association of medium of instruction during school days of

internet utilizing male and female agricultural students with

their internet utilization

………

5.4.13 Association of training being extended by the college library of



………

5.4.14 Association of computer course studied to know use of internet

by internet utilizing male and female agricultural students with


………

5.4.15 Association of type of computer course studied to know use of

internet by internet utilizing male and female agricultural

students with their internet utilization

………

5.4.16 Association of Expertise in navigating web of internet utilizing

male and female agricultural students with their internet

utilization

………

5.4.17 Association of Place of living at the time of education of



………

Table No.

Particulars

Page

No.

5.4.18 Association of wish to migrate abroad of education of internet



………

5.4.19 Association of wish to get higher academic degree of internet



………

5.5.1 Physical constraints faced by the internet utilizing male and


………

5.5.2 Technical constraints faced by the internet utilizing male and


………

5.5.3 Economic constraints faced by the internet utilizing male and


………

5.5.4 Operational constraints faced by the internet utilizing male and


………

5.5.5 Psychological constraints faced by the internet utilizing male

and female agricultural students

………

L I S T O F F I G U R E S

Figure

No.

Particulars

Page

No.

3.1 Tentative paradigm of the study ………

4.1 Locale of study and selection of sample ………

5.1.1 Distribution of internet utilizing agricultural students according

to their gender

………


students according to their age

………


students according to their marital status

………


students according to their educational qualification

………


students according to their academic achievement (OGPA

obtained during last semester)

………


students according to their fathers education

………


students according to their mothers education

………


students according to their fathers occupation

………


students according to their native place

………


students according to their type of family

………


students according to their size of family

………


students according to their family income (Rs. per month)

………

Figure

No.

Particulars

Page

No.


students according to their medium of instruction during school

days

………


students according to their exposure to extra – curricular

activities

………


students according to their training being extended by the

college library as to how to use Internet

………


students according to their study of any course, to know the

use of Internet

………


students according to their type of course studied

………


students according to their expertise in navigating the web

………


students according to their place of living at the time of

education

………


students according to their wish to migrate abroad

………


students according to their wish to get higher academic degree

………


students according to their frequency of library use

………


students according to their wish to serve in different areas

………

5.2.1 Experience of internet use of internet utilizing male and female


………

Figure

No.

Particulars

Page

No.

5.2.2 Preference of access to internet of internet utilizing male and


………

5.2.3 Expenditure incurred in using internet (Rs. Per month) by


………

5.2.4 Frequency of Internet use of internet utilizing male and female


………

5.2.5 Purpose of internet use of internet utilizing male and female


………

5.2.6 Possession of E-mail ID of internet utilizing male and female


………

5.2.7 Frequency of e-mail use of internet utilizing male and female


………

5.2.8 Purpose of E-mail use of internet utilizing male and female


………

5.2.9 Chatting to make communication by internet utilizing male and


………

5.2.10 Frequency of Chatting of internet utilizing male and female


………

5.2.11 Use of different search-engines by internet utilizing male and


………

5.2.12 Rating Internet as sources of information by internet utilizing


………

5.2.13 Satisfaction with Internet facility of internet utilizing male and


………

5.2.14 Preference of Internet on other media for getting information by


………

5.2.15 Browsing techniques for getting required information from the

Internet by internet utilizing male and female agricultural

students

………

Figure

No.

Particulars

Page

No.

5.2.16 Frequency of locating the desired information on the Internet

by internet utilizing male and female agricultural students

………

5.2.17 Activities during Internet use by internet utilizing male and


………

5.2.18 Preference of timing of access to internet by internet utilizing


………

5.2.19 Orientation to Internet source of internet utilizing male and


………

5.2.20 Internet utilization level of internet utilizing male and female


………

5.3.1 Effect of internet utilization on the academic performance of

the male and female agricultural students

………

5.3.2 Effect of internet utilization on the non academic performance

of the male and female agricultural students

………

5.4.1 Factors associated with the internet utilization of agricultural

students

………

5.5.1 Physical constraints faced by the internet utilizing male and


………

5.5.2 Technical constraints faced by the internet utilizing male and


………

5.5.3 Economic constraints faced by the internet utilizing male and


………

5.5.4 Operational constraints faced by the internet utilizing male and


………

5.5.5 Psychological constraints faced by the internet utilizing male

and female agricultural students

………

L I S T O F A P P E N D I C E S

Appendix

No.

Particulars

Page

No.

I Covering letter sent to the experts ………

II Interview schedule

A. Personal and family characteristics of the agricultural

students

………

B. Internet utilization pattern of agricultural students ………

C. Effect of internet utilization on overall performance of


………

D. Constraints faced in internet utilization by agricultural

students

………

1 INTRODUCTION

Communication is crucial for social change by which alteration

occurs in the same structure and function of a social system. The 21st

century is witnessing a communication revolution with information

processing and retrieval which are being reliably done at incredible

speeds.

Encyclopedia Britannica defines communication as "The

exchange of meanings between individuals through a common system

of symbols". The word communication has been originated from the

Latin word "Communis" which means common, sharing of ideas,

information and feelings between individuals, so that a common

understanding is established between the person sending the

information and the person receiving the same. Therefore, a conscious

attempt to establish commonality is communication. Communication is

essential to all human associations. All type of developments be it the

personal development of individual or nation's development in any field

such as agriculture, industry, health, culture etc. depends mainly on the

success of communication. Communication can play a powerful role in

nation building and contributes significantly to bring about social change

in the desired direction.

The role of communication in development is not only to provide

information and create awareness among the public or society but to

implement the new ideas which cause change. Communication plays a

vital role in the diffusion of knowledge and new technologies but this can

be possible only when communication followed by appropriate media.

"Internet technology of communication, its universal acceptance

by communities and subsequent globalization within a short span of a

few years is a classic example of what sustained investment and

commitment to research and development have been achieved."

(Agarwala, Kamlesh, N. et al. 2000).

"The internet is a world wide network of networks. It is a

conglomeration of smaller networks and other connected machines

spanning the entire globe.

"The internet is a global system of public and private computer

networks that allow desktop computer to exchange data. Messages and

files with any of the millions of other computer with connections to the

internet".

"The internet is an existing area where you can find information

about almost every topic you have books, encyclopedias, magazines,

articles and every other type of reference material at your fingertips. In

addition you have access to expert opinion on various topics and can

communicate with people offering commentaries / views on all ranges of

the subjects.

Internet is an inter-connection between several computers of

different types belonging to various networks all over the globe. It is a

network of networks. The kind of colossal powers that the internet gives

yours machine is mind- bogging. To send or receive data within a matter

of seconds to someone placed beyond the pacific was unthinkable

before the advent of the internet. The internet represents the

transformation and evolution of the entire information age. It is due to

these factors that people all over the globe have recognized the internet

as their latest developmental tool.

"Internet" is one of the tool of communication. Internet has

changed life as a few things have done. It has added a new dimension

to our existence by placing within easy reach, mind boggling range of

information. It gives each of us the option to be as publisher of our

information and views, and as the number of people on internet multiply

and commerce transforms the internet, the opportunities are getting

larger.

In the era of networked information, Internet, the largest

worldwide network of networks, has emerged as the most powerful tool

for an instant access to information. Information is now just a „finger

touch‟ distance away from the user and it would not be inappropriate to

say that the Internet has become the biggest global digital information

library which provides the fastest access to the right kind of information

in nano-seconds of time to end-user at any time and at any place in the

world. The Internet has become the most extensively used information

source that empowers the average person to get in roaming with the

latest information. Today's users can no longer depend on conventional

information sources to cope with the latest developments in their

respective fields.

The internet offers many options for computer users to

communicate with others like chat, mail, telephone, browse special field

for references and so on. The imperative necessity is to mount intense

national as well as international efforts in the interest of achieving a

bright common future by using the internet technology for all humanity

on our planet. So, for this purpose there is a need to develop human

resources.

In India, the internet services were officially made available to

public from 15th August 1995 onwards through Videsh Sancher Nigam

limited (VSNL). Today there are many service providers offering internet

services. There are many ways by which you can communicate with

people on the internet.

The most common use of internet is electronic mail (e-mail). By

using e-mail a user can send text, pictures, sounds, programmes or

even movies to any other person anywhere in the world. With

introduction of www internet has become so popular in any research and

academic institution that it has billions of users today and the number is

increasing every day. There are a number of news group on the internet.

The messages sent to a news group are simply posted on the electronic

notice board. Anyone can see these messages.

Internet provides a tremendous wealth of information. There are

millions of computer programs and data that have been made available

to the users. These files may be text files, graphics files, sound files, full

motion video files or even program files. There are number of ways in

which you can obtain the desired information. World wide web (www) is

set of interconnected pages that represent specific web sites. These

web pages are rich in illustration, graphics and multimedia contents. File

Transfer Protocol (FTP) enables files to be downloaded from various

computer file servers and archives. Many hardware and software

manufactures, educational organizations and institutions have set up

FTP sites from which you can download software, instruction materials,

updates, etc. Hyper Text Transfer Protocol (HTTP) is the preferred

means of transferring hypertext documents over the internet.

Today in corporation and classroom in the US, Europe and even

Asia, the internet is becoming not just a prerequisite, reinforcement and

remedial learning tool; it is enabling many non-credit and credit course

and even full degree programmes to be offered entirely online. In India

today, institution like IGNOU, BITS Pilani, IIT Delhi and Kanpur have all

initiated new programmes using the internet for education and the

leading private sector computer training institutions like Aptech and NIIT

have demonstrated success in online education not just in India but

worldwide.

According to India broadband forum upto 31st March (2008), the number of

Internet users in Asia is 5,29,701,704. Though Asia has only 16% of populations of the

world, 37.6% of total internet users are Asian which is great. Of them around 60 million

are from India. India is 3rd

in Asia (1st is China (220 million) and 2nd is Japan (87.5

million)) and 4th in world ((1st is China (220 million), 2

nd is USA (216 million) and 3rd is

Japan (87.5 million)) as per as internet users are concerned. India has 13% of internet

users in Asia and 7.36% that of the world. But the sorrowful fact is only 5.3% of people

in India use internet. The reason of this is most of the people in India don‟t know

computer. 70% of people who know computer have used internet which is a healthy

sign.

In India 19-40 years age group is major section (85%) using internet in India.

85% of internet users in India are male which not a very good sign is. Among working

women, only 11% use internet. The ratio is almost half (6%) in case of non-working

women and even worst in case of house-wives (2%). The scenario is much better in

case of young men (33%). Also 15% older men, 14% school going kids and 21%

college students use internet in India. 46% of net users are graduate, 26% are post-

graduate. Among these, 2/3 rd of user use internet 2-3 times a week. 62% uses

internet from office as in most of the offices, it‟s free.

Mumbai has the maximum number of internet users (3.24 million) in India

followed by Delhi (2.66 million). The top ten cities where people use internets are

Mumbai, Delhi, Bangalore, Kolkata, Chennai, Pune, Hydrabad, Ahmedabad, Surat and

Nagpur. The total numbers of internet users of those 10 cities are 37% of the total

numbers of internet users in India.

Now take a look which types of sites majority of users browse. Most of the

users use net for emailing (95%) which is obvious. Next is job searching (73%)

showing crisis of getting job in India followed by chatting sites (62%), social networking

sites (51%) and quite interestingly mathematical sites (48%).

According to India broadband form (2008) The top ten sites internet users

browse in India are Yahoo, Google India, Google, Orkut, Rediff, Youtube, Blogger.com,

Windows Live, Rapid Share, Wikipedia .

Though internet ownership had seen growth of 32% as compared to 2007

which is a delighting fact, whereas, only 5.3% people used internet in India which is

very low. Most of the users were male (85%). The female percentage should increase.

Maximum number of users were from top 10 cities (37%). So, the internet usage in

rural areas is very less. Most of the users were male (85%).

According to the “India Online” study from Juxt Consult (2007).

Internet usage in India continues to grow at a slow but steady pace, both

in breadth and depth, with the overall internet-using population in urban

India reaching 30.32 million - a growth of 28% from April 2006 to April

2007. Of the 30.32 million urban internet users, 25.17 million (83%) log

on at least once a month; the balance of 5.15 million (17%) are

occasional users, according to the study. The penetration of the internet

among urban Indians stands at 9% now, assuming the total urban

population at 336 million, Juxt Consult said.

India as on September 2008, had 45.3 million active internet

users. This is according to the I-Cube [Internet in India] Study released

today and conducted annually by IMRB International and Internet and

Mobile Association of India [IAMAI]. Active internet users are those who

have used the internet at least once in the last one month – this is an

internationally accepted benchmark for enumerating internet users.

Urban users continue to dominate internet use contributing to

42 million of the 45 million odd users. In September last 2007, the

number of active internet users in urban India was 36 million showing

a year on year growth of less than 13 per cent. Commenting on the

study Dr. Subho Ray, president, IAMAI, said, “the growth rate was

alarming compared with the rest in past years as well as with some

other countries notably where the number of internet users are more

than 250 million”

The Internet revolution seems to be in full swing, but is India really plugged into

the global community it represents? Maybe yes, maybe no. As the Internet spins a web

http://www.juxtconsult.com/

of interconnectivity around the globe, as it grows literally by the hour, India is

struggling, not to catch up but to keep from falling further and further behind.

Inside India, things do seem to be improving. Five years ago there was limited

Internet access but only in a few major cities, all in the hands of the

government. VSNL, the agency responsible for Internet activities, and the DOT

(Department of Telecommunications) provided an agonizingly erratic connectivity, with

miserly bandwidth and far too few phone lines. Connection rates ran as low as 5% (for

every 20 dialups you might get connected once) and users were frequently cut off. And

the rates for this pathetic level of service were among the highest in the

world. Domestic users paid about $2 per hour, and lease lines, for the few companies

that could afford them, ranged over $2000 per month for a 64 Kpbs line. By the end of

1998, after three years of government monopoly, there were barely 150,000 Internet

connections in India.

Today (midyear 2000) the government monopoly is largely over. Dozens of

small to large Internet Service Providers have set up shop, triggering a price war and

an improvement of service. Users are now estimated at over 2 million, with a growth

predicted to reach 50 million in the next five years. Small Internet kiosks have set up

even in small towns, and the governments, both State and Central are pushing for

growth in the Internet sector. Internet is the new buzzword. The many small tutorial

colleges that pushed computer software courses of variable quality are now in a

hardsell scramble to push Net related content. The Internet represents the new wealth

frontier for the middle classes - a good salary and a clean job, and for a few, the

chance to go abroad.

The internet is clearly an ideal medium for delivering true learning

because it is based on an interconnected architecture that allows

communication and collaboration, can be enriched with multimedia

capability that enhances the learning experience. It enables true student

-centered learning by ensuring that:

Students learn the way that suits them best in environment of

anonymity.

Students control the content and pace and share perspectives

with peers and faculty.

Opportunities are provided for exploration.

Students get rehearsal time.

Student-to-student and faculty-to-student interaction is

enhanced.

To explore an enormous scope of using internet facilities in all

research and academic institutions students, research scholars can link

themselves to remote computer via the internet and gain access to the

data, information and programs stored on it and they can do almost

anything like sending and receiving messages, receiving news update

about specific events or topics, reading or copying information stored on

other computers, reading newspapers, magazines and newsletters,

downloading computer software, sharing of expensive hardware,

centralized administration of all computers, posting and reading public

messages to exchange news and information about certain topics or

area of interest.

The adoption of internet facilities into the research, education and

extension is to use the potential of the new information and

communication tools to revolutionize an outmoded NARS, to better

prepare students and scientists for the information age and accelerate

national development efforts.

Statement and problem of study

The Internet has emerged as a powerful educational tool. With

the increasing impact of information and communication technologies on

higher education, all those concerned with higher education are

attempting to grasp how ICT could help in modernizing the process of

teaching, learning and research. With the advent of the Internet,

following dilemma arise in higher educational system:

Learner is not dependent on teacher for interaction; and

Teachers can give lectures virtually to unknown learners.

So, in this era, teachers and students can carry forward their work

on the Internet in ways that are similar to and tightly intertwined with the

traditional ways that they learn, teach and study in libraries, classrooms,

laboratories, seminars, conferences, etc. The Internet can provide

access to essentially unlimited resources of information not

conventionally obtainable through other means.

Today, Agricultural colleges are playing an important role in imparting technical

education. The Agriculturist, who are the outcomes of these colleges, require the latest

and pinpointed information in their respective fields. Due to the high cost of Agricultural

information resources, developing countries cannot provide these resources to their

users. But the Internet with its advantages, make the way for the developing countries

to access information at a very low cost.

The ever increasing number of people accessing Internet coupled

with recent explosion of information resources on the Internet, may have

considerable implications for teaching, learning and research. Teachers

and students are depending more and more on the Internet for their

various educational purposes. The present survey is, therefore, an

attempt to assess the effectiveness of Internet as an educational tool,

and what role it actually plays in the educational system with special

reference to the Agricultural colleges in the state of Rajasthan.

The Internet is an inseparable part of today‟s Agricultural

educational system. Agricultural colleges invest a good deal of amount

on providing this facility to both the teachers and students. It is,

therefore, important to find out up-to what extent they are utilizing this

facility.

Internet use is a staple of college students‟ educational experience. They use

the internet to communicate with professors and classmates, to do research, and to

access library materials. For most college students the internet is a functional tool, one

that has greatly changed the way they interact with others and with information as they

go about their studies. The college experience is not only about learning in the

classroom, it is also about encountering as they do for their education. But just as they

use the internet to supplement the formal parts of their education, they go online to

enhance their social lives.

As Agricultural colleges provide Internet facility to both the

teachers and the students and expect them to utilize it for education

purposes, it is necessary to conduct a study to determine whether

Internet is used for academic activities and how the Internet has

influenced the academic efficiency of the target users. The study also

explores the satisfaction level of the users with the Internet facility

provided by the Agricultural colleges under study. The study has

particularly been taken up to assess the benefits of Internet over

conventional documents.

The study includes only those Agricultural colleges which are

engaged in imparting degree level courses in the field of Agricultural &

technology. The study is primarily concerned with the Agricultural

Looking to the spectacular scope of internet, the students and faculty of the

Swami Keshwanand Rajasthan Agricultural University, (SKRAU) have been providing

internet facility from 2001 onwards to perform triple function of teaching, research and

extension education in effective manner.

This facility for connecting students and faculties with each corner

of world reduce the time lag to a considerable extent. It helps

academicians, research workers and students to get quick solution of

their questions and queries. This facility makes possible to keep a live

contact among the scientists, academicians, research scholars and

students of the university globally.

The value and effectiveness of any communication system can be

judged through the assessment of involvement of its real users in it.

What are the opportunities and limitations of the internet as a tool for

education and how can it make a real difference to the development of

our great nation and how students are living in the future with today's

technology were provided the motivation.

The study of the personal characteristics of the respondents will

be helpful to enumerate the internet utilization pattern of the students.

The analysis of the internet utilization pattern of the agriculture students

will be helpful in providing the base-line for developing internet

technology programmes, whereas the findings related to the effect of

internet utilization on over all performance of the respondents and the

constraints encountered will be helpful for the implementers in selecting

the target group for implementing the programmes related to internet.

The results of this study may act as guidelines to the students,

educationists, policymakers and planners administrators, extension

workers, social scientists, teachers, academic institutions, parents and

other people who are engaged in the communication technology in one

way or the other.

Looking to all these aspects, a research project entitled as

“Internet Utilization Behaviour of Agricultural Students of Swami

Keshwanand Rajasthan Agricultural University, Bikaner”. was

undertaken with following specific objectives:

Objectives of the study

(i) To study the personal and family characteristics of the respondents.

(ii) To analyze the internet utilization pattern of the agricultural students.

(iii) To find out the effect of internet utilization on over all performance of the

agricultural students.

(iv) To study the factors associated with the internet utilization of agricultural

students.

(v) To identify the constraints faced in internet utilization by the agricultural

students.

Scope of the study

Despite the young age of the Internet, it has grown at an extremely rapid pace

due largely to how easily accessible it has become to users. Each day, something new

emerges via the Internet, whether it be a game, a user-created video, or a piece of

music that is shared with the world. Looking forward, it will continue to grow and it is

likely that today's innovations will be obsolete tomorrow. It is important for users and

providers, both of service and content, to be aware of what is happening. While certain

trends are apparent and intelligent speculation can lead to good ideas about where the

Internet is headed, the truth is that the future of the Internet remains unknown. Some

may consider this distressing, but most are probably excited at the thought, and

ultimately, at the possibilities.

Limitations of the study

Any human effort, however earnest it may be, is not devoid of limitations.

This research study is also no exception to this truth.

1. The present study has the usual limitations of the social science research.

2. The present study has obvious limit as regards to time, study area, sample

size, and other limited research facilities usually faced by a single student

investigator.

3. It also suffered from the usual limitation due to lack of precision and

accuracy, which is commonly found in the exploratory type of studies.

4. The present study restricted in selection of respondents from only SKRAU

Bikaner of Rajasthan state. Therefore the findings revealed from the present

study could not be generalized on a larger basis.

Layout of the thesis

Six chapters have been complied from presenting the details of the study. The

first chapter introduction includes the problem statement, objectives, scope and

limitations of the study. The second chapter review of literature helps in understanding

the past studies and experiences. The third chapter deals with theoretical orientation.

The fourth chapter gives the details of methodology. The fifth chapter highlights the

findings of the investigation and discussion on them. A brief summary and conclusion

of the dissertation have been presented in the sixth chapter followed by “bibliography”.

The „appendices‟ appear at the end of the thesis.

2 REVIEW OF LITERATURE

The chapter is devoted to review of literature relevant to the topic

of the study. An endeavor has been mode to present here a review of

studies or pertinent literature, which is likely to have direct learning on

this study. Keeping is view the objectives of the study the review has

been presented under following heads :-

2.1 Personal characteristics of the respondent

Loyd and Grossard (1984) found that females have lower

scores on computer related technology competencies than their

counterparts.

Zidon and Miller (1990) reported that weak relationship

between gender and with perception of computer use.

Singh and Singh (1991) reported that 18.40 per cent of the

women scientists were from villages, 23.32 per cent from towns,

20.86 per cent from small cities, 18.40 per cent from big cities

and 19.02 per cent from metropolitan cities.

Patel (1993) reported that majority (55.00 per cent) of the

research scientists had PhD degree.

Goh (1997) found that friends and family members were

the key influencing factors that encouraged the use of internet.

However, the high cost of computers and computer peripherals

was the main deterrent for non-users.

Goh et al. (1997), Lee (1997) and Pang (1997) identified

several factors that influenced the use of Internet in the Klang

Valley, namely, education, affordability, and the need for

infotainment. Education and a positive attitude toward IT were

necessary prerequisites for IT acculturation. In the three studies,

it was found that largely academicians and professionals used

Internet

Kosambi (1997) found that 48.65, 43.24, 6.10 and 59.45

per cent of girls had participated or membership in NSS and

NCC, extension club, student council respectively.

Lee (1997) found that 26.00 per cent of his respondents

did not have basic computer skills.

Mahipal and Prasad (1997) reflected that majority (66.10

per cent) of the subject matter specialists had rural and 30.90

per cent from urban background.

Pang (1997) noted that knowledge or communication

motivated the use of Internet among respondents.

Shashaani (1997) found that gender differences in internet

access and usage was high and in turn had influenced the

knowledge possession.

Richard C. Sherman et al. (1998) reported that when men

and women were statistically equated in terms of voluntary

activities (MUD, USENET, WWW, Chat Email) their attitudinal

differences were eliminated but their self-perceptions of

familiarity were not. The latter finding may reflect a cultural

stereotype of computer expertise as a male-specific quality. That

is, in judging their level of familiarity with computers, not men

and women may implicitly use a male comparison target.

Sherman et al. (1998) observed that men had significantly

higher levels of participation that women in familiarity and

interne activities.

James et al. (1999) reported that for teachers, Internet

technology can be considered a new form of expertise that is

being imposed upon or at least being integrated into, the

practice of teaching. Teachers, at all levels in their careers, are

encountering the demands of Internet technological expertise in

unique ways.

King and Martin (1999) indicated that internet has been a

male domain since its beginning. The gender gap in internet use

has narrowed in recent years but has not closed entirely.

Christian End (2000) examined gender differences in

internet use and investigated attitudinal correlates of Internet

experience over a year‟s time. The results suggested that the

internet gender gap may be narrowing but is still significant.

Implications are discussed for higher education, where the

curriculum necessitates the use of computers.

David (2000) reported that Edmonton public schools

strives to ensure that students were provided with a safe and

secure learning environment when engaged in educational

assignment importing Internet activities students use computers

for activities that 90 hand in hand with our understanding of what

constitutes a traditional childhood communicate and form

relationship as children always have.

Moreover, Laite (2000) surveyed 406 graduate and undergraduate students

from Shippensburg University. The survey showed that 57.6% of the undergraduate

students used the Internet 1-2 times per week and another 37.1% used it 1-2 times

daily. More than 50% of the graduate students used Internet 1-2 times per week and

37.7% used it 1-2 times daily. The survey showed that the most used Internet service

was e-mail. A hundred percent of the graduates and undergraduate students used e-

mail service.

Ruth (2000) reported that younger generation has sown

much internet towards internet communication and possessed

more knowledge pertaining to internet technology.

Sherif and Khan (2000) found that 53 per cent of the

respondents were males and the rest females. No gross

variation in time spent before the internet among boys and girls

was observed. This was found to be universally true as opposed

to the popular perception that girls spend less time on the

internet.

Sood (2000) reported that local language has a

predominant role in accessing information through internet and

many people use English to access the internet as most of the

websites are in English.

Anonymous (2001*) concluded that family income remains

an indicator of whether a person uses a computer or the

Internet. Individuals who live in high-income households are

more likely to be computer and Internet users than those who

live in low-income households. This relationship has held true in

each successive survey of computer and Internet use.

Anonymous (2001**) reported that in September 2001,

people living in each urban/rural category, non-central city

urban, central city urban, and rural had higher rates of Internet

use.

Anonymous (2001**) reported that rates of Internet use

show a similar pattern. Internet use rates climb steadily as age

increases for children through young adults, level off at relatively

high rates for people between ages 26 and 55, and then fall

among people at higher ages.

Jessic Donn et al. (2001) indicated several possible

explanations for graduate student‟s greater acceptance of

forming relationships on the internet. Graduate students, being

older and therefore closer to the age at which many people

marry, may have greater empathy for the desire to meet people,

and may also have difficulty in doing so through traditional

means, and so are more open to using other methods. A second

possible explanation of their findings in study was that graduate

students may already be somewhat accustomed to using the

internet for other purposes, such as making professional

contacts and doing research.

Anonymous (2002**) reported that college students find

out about the library‟s website from multiple sources, including

from their professors and teaching assistants (49%), by looking

it up themselves (45%), from classes about using the library

(34%) and from librarians (27%).

Bonk (2002) concluded that about 45.00 per cent of the

respondents had concerned with job related skill and computer

programming skill.

Bonk (2002) reported that nearly one fourth of the

participants were under age of 36, half were 36 to 50 years old

and slightly more than one quarter were over age 50 years

Bonk (2002) opined that 3.00 per cent of the Internet users had high school

diplomas, 8.00 per cent obtained some type of professional certification beyond high

school, 35.00 per cent possessed bachelor‟s degrees, 41.00 per cent had master‟s

degrees, 8.00 per cent had advanced degrees and remaining 5.00 per cent had earned

doctoral degree.

Catherine and Banji (2002) reported that 50.00 per cent of the academician

respondents working in university were at „Lecturer‟ grade while only 17.80 per cent

were below this grade. 96.40 per cent of the respondents had at least a Masters

degree, while in addition 32.10 per cent had Doctorates (Ph.D.'s). Those without

Masters degrees are mostly „Tutorial Fellows‟ and a few „Assistant Lecturers‟ 40.70 per

cent obtained their highest qualifications from Kenya and 33.30 per cent from Europe.

Further he reported that higher degree holder academician respondents working in

university tend to use the Internet more intensely because a large number obtained

their postgraduate qualifications in developed countries, where the use of computers

was entrenched within the institutions.

Curtis (2002) reported that the age of Internet user

respondents was quite varied ranges from 35 to 50 years the

most prevalent online skills learned were computer application

and software skills (64.00 per cent) as well as technical skills

(50.00 per cent)

Douglas and Thomas (2002) reported that at first glance,

the activity associated with the Internet project had a little time

giving direction and students were very active. Students were

very eager to help each other and teachers spent most of their

time facilitating student work students had many opportunities to

tell teachers what they had found and it was common to hear

teachers respond with comments such as “I didn‟t know that” But

most of the assignments offered students some degree of

choice, increasing their level of interest and providing the

opportunity to relate to their experiences.

John et al. (2002) revealed that 20 per cent of teachers

consider themselves well prepared to use technology in their

classes.

Krishnatray and Kulshrestha (2002) concluded that among the Internet Uses

College going boys and girls most of them were graduates and three per cent were

post graduates.

Murali (2002) studied that majority of Internet users were

under 35 years old male with a university education and high

income, urban based and English speaking.

Patel (2002) reported that only 17.00 per cent of the

respondents had low gain in knowledge, 65.00 per cent had

medium, while almost 18.00 per cent could gain knowledge by

viewing multimedia.

Sadiq et al. (2002) reported that as far as teachers

themselves are concerned, majority of them think that the

Internet has helped them in collecting updated material for

teaching in their courses, and that the Internet has enhanced

their knowledge as far as teaching and research interests are

concerned. They also believe that the Internet has facilitated in

improving curricula and teaching methods. But nevertheless

they do emphasize on the need for new methods to be

supplemental to traditional classroom teaching and not as a

replacement. Moreover, teachers who are strong with their

Internet usage skills are more likely to use Internet technologies

in course content preparation.

Anonymous (2003a) reported that to succeed in a web-

based course, students should be motivated and self discipline,

self reliance and self direction are the minimum required items to

complete the course work at a distance successfully through

Internet.

Anonymous (2003) suggested that to succeed in Web-

based courses, students should be motivated and self-directed.

The minimum required items to complete the course work at a

distance successfully are (1) Seriousness: Online classes aren't

for goof-offs who seek easy credits. Virtual students should

expect to spend at least as much time on homework as those in

traditional courses. (2) Self-Disciplined: It is up to students to

budget there time and keep up with assignments. They must

create and stick to their own schedules. (3) Self-reliance: The

ability to independently solve problems or research information

is needed. Questions can be answered by e-mail, but that takes

time. (4) Careful Reading Skills: Because classroom lectures are

replaced primarily by written words, students need to be careful

and slow-thoughtful readers and (5) Computer Skills: Students

must be comfortable using computers and the Internet that

includes e-mail, Web browsing, downloading and word

processing.

Patel and Patel (2003) concluded that Internet is a tool

having potential to contribute to agricultural development as one

can access to vast global information.

Ali (2004) reported that majority (89.30 per cent) of

respondents had graduate degree, 2.10 per cent had master

degree and 4.30 per cent had from other qualification.

Chauhan (2004) furnished that slightly more than half of

the Internet user students had small size of family.

Chauhan (2004) indicated that independents factors like

age, education; exposure in extra curricular activities and library

exposure were observed significant with Internet exposure of

college students. He further concluded that majority of the

Internet students had above 23 years of age (51.67 per cent),

first class academic performance (51.67 per cent), above SSC

level of education of their father (83.33 per cent), up to SSC or

more than that level education of their mother (70.00 per cent),

native place in rural area (51.66 per cent), nuclear and small

size of family (51.66 per cent), aspiration to go abroad either for

further study or for permanent settling (66.67 per cent), wish to

get higher academic degree (51.67 per cent), low level of

exposure of extra curricular activity and everyday exposure of

library ( 75.00 per cent).

Kalra (2004) reported that 75% of the internet users were

between the age groups of 15-25 years; among those 79.13%

users were males. And further among those, 68.25% were

students, 21.25% belonged to service class, 10.50% belongs to

business class.

Singh et al. (2004) reported that majority (80.00 per cent)

of them possessed B Sc Agri degree while, 20.00 per cent was

M sc Agri.

Chauhan (2005) concluded that academically less active

students were more active in computer and had less computer

nervousness.

Mishra et al. (2005) reported that the majority of students

(85.71%) use internet. Out of the internet users 67.71% were the

male students and 52.29% were the female students.

Patel and Chauhan (2005) reported that majority of the

internet user postgraduate students of Agriculture College were

studying in M.Sc, (Ag.) (65.00%). Majority of them had above 23

years of age (51.67%), first class (51.67%), above S.S.C. level

of education of their father (83.33%), up to S.S.C. or more than

that level education of their mother (70.00%), native place in

rural area (51.66%), nuclear and small size of family (51.66%),

aspiration to go abroad either for further study or for permanent

settling (66.67%), wish to get higher academic degree (51.67%),

low level of exposure of extra curricular activity and everyday

exposure of library (75.00%).

Patel and Chauhan (2005) reported that all most similar

level of Internet exposure was seen among the students who

wanted to have higher academic degree and those who did not

want higher academic degree.

Patel and Chauhan (2005) reported that the level of

Internet exposure among those postgraduate students was

observed better who had higher level of library exposure.

Parmar (2005) reported that majority (61.67 per cent) of

the agricultural scientists belonged to middle age group.

Shingare (2005) opined that less than half of the teachers

(43.20 per cent) had low participation in extra curricular

activities.

Brown and Baer (2006) examined the use of e-marketing

by small farms (n=300) in twelve states in Northeastern USA,

during April 2005. A majority of the farms surveyed had no

website for their business. Farms with websites generally had

higher levels of gross farm sales than did farms without

websites. A higher percentage of farms with websites earned

more than 75% of their household income from the farm than did

farms without websites. Respondents from farms with websites

generally had higher education levels than those not using a

website for their farm business. Farmers used a variety of

methods and personnel to develop their websites. Most websites

provide a way to email the farmer in addition to information on

products and the farm. A majority provided times of operation,

directions, and prices. More than 40% of the farms with websites

took orders over the internet for their products in 2004.

Luque-Martinez et. al. (2007) Observed modeling of usage

behaviour of new information technologies is of great utility to

managers who need to evaluate the probability of success in the

introduction of these technologies. The present study empirically

contrasts the capacity of Davis' Technology Acceptance Model

(MIS Quarterly (1989) 13(3), 319-340) to help understand the

determinants of the intention to use the Internet to search for

holiday information. Data for this study were obtained from a

questionnaire survey carried out in June 2004-June 2005 among

tourists (n=296) in Andalusia, Spain. The findings show that the

above theory does explain the intention to use the Internet on

the part of the tourist, but it should be expanded to take account

of the tourist's satisfaction with previous experiences of

searching for holiday information.

Taragola and Lierde (2007) presented at a conference in

Glasgow, the UK, from 2-5 July 2007 organized by the European

Federation for Information Technology in Agriculture, Food and

Environment. A survey was carried out in 2005 amongst 208

Flemish enterprises (64 growing greenhouse vegetables, 29

growing field vegetables, 62 growing ornamental crops, and 53

growing perennial crops such as fruit trees). Computers are

used by 189 enterprises (91% of total), and internet and email

by 174 (92%). Data are presented on relationships with personal

use of computers and internet, age, educational level, enterprise

size. Constraints limiting computer use and consequences of

low computer use are also discussed.

Boschetti et al. (2008) observed three-dimensional virtual

globes are radically changing the way geographic information is

perceived by the public. This article describes how NASA World

Wind, an open source virtual globe, is currently being used for

visualization of the MODIS burned area product. The procedures

adopted for converting the product into a format compatible with

World Wind, as well as the spatial generalization of these data at

different scales, are described. Directions to instructions on how

to obtain the MODIS burned area product visualization imagery

and use it in World Wind are included. This article highlights the

potential benefits of integrating the visualization capability of

virtual globes into the next generation of remotely sensed

product internet analysis and distribution systems.

Hunter et al. (2008) observed most weight-loss research

targets obese individuals who desire large weight reductions.

However, evaluation of weight-gain prevention in overweight

individuals is also critical as most Americans become obese as

a result of a gradual gain of 1-2 pounds per year over many

years. Method: This study evaluated the efficacy of an Internet-

based program for weight-loss and weight-gain prevention with a

two-group, prospective, randomized controlled trial. A military

medical research center with a population of 17 000 active-duty

military personnel supplied 446 overweight individuals (222 men;

224 women) with a mean age of 34 years and a mean BMI of

29. Recruitment and study participation occurred 2003-2005 and

data were analyzed in 2006. Participants were randomly

assigned to receive the 6-month behavioral Internet treatment

(BIT, n=227) or usual care (n=224). Change in body weight,

BMI, percent body fat, and waist circumference; presented as

group by time interactions, were measured. Results: After 6

months, completers who received BIT lost 1.3 kg while those

assigned to usual care gained 0.6 kg (F(df=366)=24.17; I<0.001). Results were similar for the intention-to-

treat model. BIT participants also had significant changes in BMI

(-0.5 vs +0.2 kg/m2; F(df=366)=24.58); percent

body fat (-0.4 vs +0.6%; F(df=366)=10.45); and

waist circumference (-2.1 vs -0.4 cm; F(df=366)=17.09); p<0.001 for all. Conclusions: Internet-based

weight-management interventions result in small amounts of

weight loss, prevent weight gain, and have potential for

widespread dissemination as a population health approach.

Masionyte and Zaltauskiene (2008) discussed the

computerization of the rural areas in Lithuania, particularly in the

households and in public services. Statistical information shows

that internet access is available in every fourth household in the

rural area. It is also most often used in the schools, libraries or at

public internet access points. Public services which have already

been automated are social insurance payments, customs

declaration, employment services, public libraries and the like.

Sanjiv-Sharma (2008) observed the challenges and

prospects relevant to the use of ICT [Information Communication

Technology] in the agricultural business sector in India are

discussed. The largest Internet-based initiative (e-choupal) in

rural India, which aims to empower small farmers with readily

accessible on-line knowledge and real-time linkage to world

markets, is highlighted.

2. Internet utilization pattern

Becker (1998) conducted a study on the Internet use by 2250 teachers from

public and private schools in the U.S. The study revealed that 90% of the teachers had

Internet access. More than half of the teachers (59%) had Internet access at home. A

majority of the teachers (68%) used Internet to find information resources for preparing

their lessons.

Dorothy et al. (1998) concluded that primary teachers use

ICT primarily to support classroom practice; secondary teachers

use it as much or more for professional development and

personal use as in the classroom. The teachers recognized a

range of benefits for pupils and for them; the overall perception

of the value of ICT among the teachers was positive. Further he

reported that that Internet was available in the majority of

secondary schools, the level of use of WWW and e-mail was

observed still relatively low. This is likely to be a combination of

lack of knowledge. The talent to use ICT effectively and

appropriately is essential to allow learners to acquire and exploit

information within every sphere of human activity.

Henry (1998) reported that a majority of teachers (68 per

cent) use the Internet in their effort to find information resources

for use in their lessons, and more than one-quarter of all

teachers report doing this on a weekly basis or more often (28

per cent ). Teachers who used the Internet in this way typically

have either home or classroom access. Both home and

http://www.webology.ir/2005/v2n4/a21.html#3

classroom access were about equally related to use, and

teachers who have the combination of both home and classroom

access reported the most frequent use, with 46 per cent of such

teachers reporting weekly or more frequent use. It was also

seen that even among teachers with home and classroom

Internet access, more teachers reported only occasional use of

the Internet for lesson preparation than reported use of Internet

on at least a weekly basis. The areas of professional use of the

Internet by teachers were seen in case of e-mail with teachers

from other schools and publishing on the World Wide Web. Far

fewer teachers engaged in these types of communications than

use Internet as an information-gathering tool to obtain resources

for lesson preparation, only 16 per cent of teachers

communicated by e-mail with teachers from other schools as

often as five times during the school year. It was also seen that,

relatively few teachers have begun posting information,

suggestions, opinions or student work on the World Wide Web,

whereas relatively small per cent age of teachers, published

information on the Web.

Henry (1998) concluded that the teachers with less than

four years of teaching experience are slightly less likely than

other teachers to use the Internet with students. However, their

younger age makes them more comfortable with the Internet in

terms of their own use. Teachers under age 30 in their first few

years of teaching were the ones most likely to use the Internet

professionally and overall, teachers under 30 were also more

likely than older teachers to consider the Internet to be essential

teaching tool. Further same author concluded that teachers who

reported that their school provided them with their own computer

were more likely to believe that classroom Internet is essential to

teaching and was more likely to use the Internet as well.

Singh (1998) conducted a research study on the use of Internet by the

librarians in Malaysia. The main findings of the study indicated that 90% of the

respondents used the Internet for work related purposes. Most of the respondents were

recent users.

Becker (1999) reported that 24.00 per cent of teachers used Internet both at

home and classroom followed by 35.00 per cent at home, and 26.00 per cent had not

using Internet at any place. Only 15.00 per cent of them use Internet in the classroom.

Becky et al. (1999) reported that most teachers indicated that

professional development activities were available to them on a number

of topics on Internet. Teachers who spent more time in professional

development on Internet reported feeling better prepared than their

colleagues. The one-third of teachers reported feeling well prepared or

very well prepared to use computers and the Internet for classroom

instruction, with less experienced teachers indicating they felt better

prepared to use technology than their more experienced colleagues.

Bavakutty and Salih (1999) conducted a study at Calicut University, which

showed that students, research scholars, and teachers used the Internet for the

purpose of study, research and teaching respectively. The purposes of Internet use

were: sending and receiving e-mails in connection with academic requirements, making

a search on library catalogues, downloading images and communication with the peer.

Cassandra (1999) reported that when teachers were asked the degree to

which they used computers or the Internet to prepare for and manage their classes.

Thirty-nine per cent of public school teachers with access to computers or the Internet

in their classroom or elsewhere indicated they used computers or the Internet a lot to

create instructional materials, and 34 per cent reported using computers a lot for

administrative record keeping.

George et al. (1999) reported that Teachers were already using Internet

technology in a variety of ways for Internet research and to access current events or

archived information, such as from CNN or other media sites.

Kooganurmath and Jange (1999) conducted a study, which revealed that a

majority of the users used the Internet for communication, followed by the access to

information. More than 70% of the users used it for higher studies and only 39% used it

for discussions with peer groups. The most used services of Internet were e-mail, the

Web, discussion forums, FTP and Telnet.

A study conducted by Mahajan and Patil (1999) revealed that the purpose of

using Internet by research workers at Pune University was to conduct literature search;

for students was to know curriculum based information; for teachers to find supporting

information to write articles.

Neil Marriott et al. (1999) reported that e-mail and internet use

was frequent. International students were found to use the University's

ICT provision more than home students, but this was mainly due to e-

mail and internet uses. One reason was that international students could

keep in touch with friends and family via the e-mail and use the internet

to access 'home' news and current affairs.

Sharma and Chauhan (1999) and Jagdeeshwara (1994) observed significant

relationship between mass media exposure and modernization.

Voorbij (1999) examined the use of the Internet amongst students and

academicians in the Netherlands. A questionnaire was distributed among 1000

members of the academic community and three focus-group interviews were also held

with faculty members. The study revealed that the Web was being used primarily to

search general, factual, ephemeral or very specific information. The study also

revealed that students and academicians faced many problems while searching the

Web.

Williams (1999) reported the use of information technology and the Internet in

his project entitled "Information Technology in Michigan: Adult and Teen Survey

Report." The results indicated that the majority of the respondents (72%) used the

Internet at least once a week and 45% at least once a day.

Amritpal Kaur (2000) conducted a survey regarding the use of Internet facility

at the Guru Nanak Dev University, Amritsar. The study indicated that all respondents

used Internet for sending e-mail and 82% for Web. More than 60% of the respondents

used Internet for primary information. 38% for secondary and only 15% used it for

consulting OPACs. A majority of the respondents i.e. 75.6% faced the problem of slow

Internet connectivity. All respondents used search engines to browse the required

information. More than one third of the respondents typed the web address directly and

only 1.5% used subscription databases. The results of the study further showed that

more than 80% of the respondents felt that in comparison to traditional documents,

Internet was time saving, easy to use, more informative, more useful and more

preferred.

Chandran (2000) conducted a study at S V University, Tirupathi, which showed

that more than 25% of the respondents used the Internet for 2-3 times a week and

more than 56% used it for accessing information. A majority of the respondents used

the Web and e-mail services of Internet. The purposes of using Internet included

communication and information gathering. The sources used for identifying information

about Internet included website itself, journals and magazines, staff and newspapers. A

majority of the respondents used general websites as compared to recreational and

discipline oriented websites.

Naushad Ali (2000) conducted a study at Aligarh Muslim University, Aligarh.

The study showed that more than 50% of the study population was satisfied regarding

the timings of the Internet service, but were not satisfied with staff‟s cooperation, and

reservation facility. Majority of the respondents were not happy with the number of

nodes available.

Kanaujia and Satyanarayana (2003) conducted a study of the Science &

Technology community of Lucknow city to assess the level of awareness and demand

of web based learning environment among Science & Technology information seekers.

The major findings of the study revealed that 49.2% users browsed the Web for more

than 2 to 4 hours and 14% for more than 5 hours a day. The study further showed that

36.6% users consulted e-journals regularly on the Internet, 40.4% used Internet for

consulting technical reports, 24.8% to find online databases and 10.4% for telnet

service.

Chi-Cheng Chang (2001) reported that 57% of the internet users

tend to browse internet for more hours.

Anonymous (2002) reported on the results of a survey of UMass

Amberst freshmen and sophomores about their exposure to course-

based instructional technologies, including e-mail, course websites, the

internet, video, computer- generated displays, and computerized quiz

and response systems. Students were also asked about their interest in

online courses. The survey found e-mail is commonly used for

communication between professors and students, course websites and

required internet research are also fairly common, students tend to be

exposed to course-based interactive technologies less frequently and

student interest in taking online courses is mixed; few have actually

taken such a course.

Anonymous (2002) found that e-mail is by enlarge the most

common internet activity, with 90 per cent of all internet users claiming to

be e-mailers. The most widespread use of the internet today is as an

information search utility for products travel, hobbies, and general

information.

Anonymous (2002**) reported that three further of the internet

user students agree completely that they are successful at finding the

information they need for courses and assignments. The first choice web

resources for most of their assignments are search engines gooogle and

Alta vista (42 per cent), Web portals like Yahoo, Msn (20 per cent),

course specific websites (12 per cent) and campus library website (11

per cent).

Anonymous (2002) reported that information technology has been

one of the most aspired fields in today‟s world integrating IT with

agriculture will help any country to regulate its overall economy and

trade. The different IT technologies like expert system in decision

support system. Remote sensing, Gyandoot etc. have brought revolution

in Indian agriculture, even corporate like ITC MSSL and HLL are now

looking forward to extract huge benefits out of this collaboration of IT

with agriculture.

Anonymous (2002) reported that seven in ten students used the

campus library website for at least some of their assignment and one-in

five used it for most assignments college student find out about the

library‟s website from multiple sources, including from their professors

and teaching assistants (49 percent), by looking it up themselves (45

percent) from classes about using the library (34 percent) and from

libraries (27 percent). Among the students who did not use the campus

library‟s website some (20 percent) did not know the library had a site,

and some (29 percent) said it didn‟t have what they need, but less than

half (43 percent) left other sites have better information, During their

most recent electronic visit, most used full taxes of journal articles (67

percent) databases ad journal indexes (51 percent) and electrum books

(21 percent) Few college students used any “Ask-a-librarian” services.

Nearly 9 out of 10 students (89 percent) also use the campus library‟s

print resources including books journals articles and encyclopedias. In

addition to using the library‟s print resources they made photocopies

from print resources and even print copies of electronic resources.

Bonk (2002) opined that most of the respondents (60.00 per cent) were using

web-based learning as an alternative to instructor led-course.

Catherine and Banji (2002) reported that academician

respondents offered several reasons for using or wanting to use the

computer or Internet. The first reason was the email followed by for

academic research, teaching materials, current Affairs, networking with

peers, publishing work in progress, entertainment (sport) and e-

commerce. Many respondents, especially those who had studied abroad

offered that exposure to the convenience of the Internet for academic

discourse or simply social interactions encouraged them to seek access

though sometimes costly and also though communal means. The need

to keep in touch with colleagues and friends overseas on return also

encourages the use of ICTs. Some have initiated collaborative research

through connections overseas and this has enhanced their use of the

Internet and the new ICTs in general. In Nigeria, 12.90 per cent of

academician computer users had their first experience with computers

abroad, 8.8 per cent in their homes and 19.10 per cent in their

institutions. They observed that 66.90 per cent of the respondents used

computers for e-mail/Internet. In Kenya, 90.70 per cent of the

academician respondents used the Internet for the last 1-5 years

spending on average 1-2 hours per day. He furthers disclosed that

academician respondents using Internet working in university were in the

31-40 age group followed by the 41-50 age group.

Kim Deok (2002) explored that 53.90% of internet users used it

connected in cybercafes, followed by 27.85% at home and 18.25% in

the offices.

Kapoor (2002) stated that e-learning provides-a) a education to everybody, b)

quality education, c) online books/ literature facility, d) online consultation session, e)

online examination and f) admission for all and at any place and g) practice based

learning.

Krishnatray and Kuilshrestha (2002) concluded that the respondents main

reasons for accessing the internet were to search for educational information (both

related to the syllabus and not related to syllabus), look for product information and for

business information. The respondents accessed the internet in a large way to keep a

track of advances in their fields of interest. Among the more personal reasons for

accessing are the e-mail, downloading software and for news. E-mail ws widely

preferred medium for sending messages with nearly 54 per cent of the respondents

listing it as their first choice. Around 40 per cent of the respondents send and receive

between 6-10 emails a week. Nearly 58 per cent of the respondents use the internet for

1 hour in a day. 40 per cent use the Net for anywhere between 1-3 hours in a day.

Krishnatray and Kulshrestha (2002) concluded that among Internet User

College going boys and girls 70.00 per cent of them had experience of three years.

90.00 per cent of the respondents accessed the net at cyber cafes.

Maniar (2002) reported that majority of the internet users had preferred

afternoon hours to access internet, spent about 1-2hours and also said that they were

using internet technology for the last two years and majority of them had changed their

information acquisition habits.

Myriam (2002) reported that among the Internet user academicians, 39.00 per

cent of the Brazilian respondents surfaced the Internet for the first time before 1995,

approximately one-fifth of the respondents began in 1995 and almost the same number

in 1996. Only one reported having started in 2000. A similar result was obtained when

they were asked since when they have started accessing the Internet: 37.00 per cent

stated before 1995, 18.00 per cent in 1995, 16.00 per cent in 1996, 12.00 per cent in

1997 and 13.00 per cent in 1998. In the qualitative section, 11 out of the 25

interviewees have had accessed Internet since 1995 or earlier, a large number which

matches approximately that of the questionnaire. Four started in 1996, only two in

1997, four in 1998 and the rest did not specify.

Sharma (2002) reported that most (37.14%) of the respondents were observed

in the medium level of internet utilization followed by low (35.00%), and high (27.86%)

level of internet utilization from overall college/ universities. Majority (37.14%) of the

respondents from overall college/ university and individual college/ university were

observed under low level of internet utilization pattern index followed by, medium

(33.53%) and high level (29.29%).

World Bank (2002) reported that ICT holds out the opportunity to revolutionize

pedagogical methods, expand access to quality education, and improve the

management of education systems.

Iroha (2003) concluded that slightly more than two fifth (22.50 per cent} of the

teachers attended a workshop/seminar on ICT.

Nicholas et al. (2003) conducted a study in the UK to examine the use of the

web for health information and advice. More than 1300 people were surveyed. The

study showed that 66% of the respondents accessed the Internet from home, 28% from

work place and the remainder (6%) used a combination of both work place and home.

Teresa et al. (2003) indicated that students were responded most comfortable

seeking information from a search engine, with 91.45 per cent selecting “very

comfortable” or comfortable. The search engine receiving the most frequent mention

was www.google.com.

Anonymous (2004*) revealed that two additional areas of professional usages

of the Internet were observed by teachers viz., sending or receiving e-mail to or from

the teachers of other schools and publishing literature on the World Wide Web. Far

fewer teachers engaged used Internet as an information-gathering tool to obtain

resources for lesson preparation, only 16.00 per cent of teachers communicated by e-

mail with teachers from other schools as often as five times during the school year.

However, classroom access to the Internet may make a difference in whether they use

e-mail for professional purposes. Teachers with Internet access at home and in their

classroom were more than three times as likely to e-mail teachers at other schools as

teachers who had only home Internet access (33.00 per cent vs. 9.00 per cent).

Anonymous (2004***) opined that majority (70.00 per cent) of the respondents

had 1-3 years of experiences of using Internet and almost 90.00 per cent were familiar

to excellent level of competences.

Anonymous (2004**) reported that 46.00 per cent of teachers reported weekly

or more frequent use of Internet. Of course, it was observed that teachers who wanted

to use the Internet accessed it either at home or classroom. Despite these findings, it is

also true that even among teachers with home and classroom Internet access, more

teachers reported only "occasional" use of the Internet for lesson preparation than used

it on at least a weekly basis. E-mail was widely preferred medium for sending

messages with nearly 54.00 per cent of the respondents listing it as their first choice.

Around 40.00 per cent of them sent and received 6 to 10 e-mails in a week; nearly

58.00 per cent of the respondents used the Internet for one hour in a day.

Hanauer et al. (2004) surveyed a diverse community college to assess the use

of the Internet by the students for health-related information. The survey showed that

although all the students surveyed had free Internet access through their community

college, yet only 97% of the students reported having access to the Internet. The

survey showed that 83% Internet users had access to the Internet at their home and

51% of the respondents accessed Internet at college or library. Eighty-one percent of

the students reported to access the Internet most for college work

Kalra (2004) reported that 90 per cent users were internet for e-mail purposes.

And 47 per cent of them receive and send e-mail every day. About 3 out of 4 users

were chatting on the net following by surfing, playing games and listening music. And

further, 51.50 per cent of the users were visiting the cybercafé daily and 45.25 per cent

were visiting it weekly and 6.25 per cent only were monthly visitors.

Patel (2004) concluded that little less than half (43.55 per cent) of the

information expecting respondents were having high level of mass media exposure.

However, 33.06 per cent of them had low and medium exposure to mass media,

respectively.

Patel (2004) observed that majority of the students had

everyday exposure of Internet (53.33 per cent) and they were

possessed at least one or more e-mail ID (81.66 per cent). Exactly

half of them (50.00 per cent) had more than three years of exposure

of Internet with everyday to at least once in a month contact of

chatting facility of Internet. More than one third (35.00 per cent)

were using e-mail facility at list twice in a week to receive or send

mails. Major sources of Internet utilized by them were library or

private cyber café, www.google.com and www.yahoo.com were the

main search engines utilized by users to connect themselves with

useful sites.

Chauhan (2005) opined that majority (63.00 per cent) of the interest expecting

respondents expected to use Internet daily, 78.00 per cent of them expected to use

Internet by their own, while 22.00 per cent of them projected to use Internet with the

help of others, if Internet is provided to them at community Internet centre. The major

purposes of Internet use expressed by highest respondents were to exchange

information, to collect information, chatting with relatives and for entertainment.

Mishra, Yadav and Bisht (2005) conducted a study to know Internet utilization

pattern of the undergraduate students of G B Pant University of Agriculture and

Technology, Pantnagar. The findings of the study indicated that a majority of the

students (85.7%) used the Internet. Out of the Internet users 67.7% were male

students and 32.3% female students. The findings of the study also showed that 61.5%

of the males and 51.6% of the females used Internet for preparing assignments. A

majority of the respondents i.e. 83.1% male and 61.3% female respondents indicated

that they faced the problem of slow functioning of Internet connection.

Mishra et al. (2005) reported that majority (36.46%) of the

students used internet once in a week, followed by once in a

fortnight (16.67%), once is a month (16.67%), occasionally (16.67%),

daily (13.45%). Most preferred places for internet access were,

87.69 per cent of the male students used internet in cybercafé,

followed by 6.15 per cent in college and 6.15 per cent at home, on

the other hand 83.87 per cent female students go to cybercafé to

use internet, followed by 9.68 per cent at home and 6.45 per cent in

college.

Patel (2005) reported that nearly two- third (64.00 per cent) of the

respondents were having medium level of media exposure, followed by

20.00 per cent with low and 6.00 per cent with high level of mass media

exposure.

Patel and Chauhan (2005) observed that majority of the

postgraduate students had everyday exposure of internet (53.33%) and

they were possessed at least one or more e-mails ID (81.66%). Exactly

half of them (50.00%) had more than three years of exposure of Internet

with everyday to at list once in a month contact of chatting facility of

internet. More than one third (35%) were using e-mail facility at list twice

in a week to receive or send mails.

Patel and Chauhan (2005) reported that best three uses on Internet made by

research scholars were to collect information for research reference, to send e-mail

and to collect information for class note. In addition to this, they also used Internet to

collect information for carrier development, to collect information to attend seminar, to

develop own web site, to collect information for abroad study, for entertainment, to

send application for job, to send information for publication in journals, to satisfy

curiosity, chatting and just to pass time.

Steve and Comille (2005) concluded that college faculties were active users of

the Internet. Majority (60 per cent) of the respondents used the Internet from 4 to19

hours per week, another 40 per cent reported being online for 20 or more hours,

approximately three hours or more per week or three or more hours per day. College

faculty has logged many years online. Over four–fifths (82 per cent) of college faculty

respondents reported having used e–mail from six to fifteen years. Fewer than five per

cent of the respondents over 55 years of age used e–mail for five years or less. Some

92 per cent reported accessing e–mail at home and 89 per cent access it at work. Yet,

a significant number, one in five, reported using public locations like labs or Internet

cafes for e–mailing. He also reported that age seemed to play a role in faculty

members‟ use and experience of the Internet. Interestingly, age correlated with the

sense of the Internet‟s positive impact: the older the faculty member, the more highly

he or she regarded the Internet‟s impact.

Nogueira Terrones et. al. (2006) showed that training duration seemed to be

the most important feature in determining the level of performance of assessors

remotely trained over the Internet.

Patel (2006) reported that majority (61.67 per cent) of the opinion contributor

teachers towards the use of multimedia in agricultural education had above two years

of experience of Internet exposure, followed by 28.33 per cent with up to two years and

only 10.00 per cent without experience of Internet exposure. She also concluded that

more than half (55.00 per cent) of the opinion contributor teachers towards the use of

multimedia in agricultural education had above four years of experience of computer

exposure, followed by 28.33 per cent with up to 2 years and 16.64 per cent with above

2 to 4 years of experience about exposure of computer.

Kumar et al. (2007) determined the various aspects of internet utilization

patterns of veterinary students from the Acharya N.G Ranga Agricultural University in

Andhra Pradesh, India. Results showed that only a small number of students owned

computers at home and cyber cafes were the most common place to access the

internet. The frequency of use was only once a week, usually in evening, and the cost

is around Rs. 51-100 per month. Results also revealed that majority of the students

preferred Google and Yahoo search engines for class assignments and research work.

Most of the students expressed that e-mailing and the abundance of information

available as major positive aspects, and viruses and hackers as major negative

aspects of internet use. Slow functioning was the major problem faced by the students

during the use of internet and eye pain was the major complaint of majority of the

students.

Wu-Jia Gang et al. (2007) determined internet use and internet addiction

disorder (IAD) in Guangzhou city, China and to analyze the relationship between IAD

and other risky health behaviours. Questionnaires were used to investigate 3800

students in 16 schools. These students were chosen by layered multistage random

sampling from 6 schools. IAD was determined according to a standard established by

specialists. The percentage of IAD was 12.7% in youngsters of Guangzhou city, with

the highest percentage in technical secondary schools (15.6%) and the lowest in key

junior high schools (9.5%). IAD in male (14.4%) was higher than in female (11.1%). In

all kinds of reasons for using the internet, recreational motive was chosen by most

students. The motive of 72.8% students who used the internet was to chat. 71.6%

students used it for multimedia amusement. Practical motives were also considered,

such as to collect information and news. In IAD students, recreational reasons were

predominant. IAD could promote some risky health behaviours, such as smoking,

drinking, unhealthy mentality, suicide, drug abuse, gambling, looking on erotic

publication, sexual behaviour, and so on. All ORMH values were >2 at

P<0.001. Results show that the percentage of youngsters with IAD in Guangzhou city

is similar to other areas of the country. Recreational motive is an important cause of

IAD. IAD can increase health risks among students and something must be done to

supervise the behaviours of using the internet among youngsters.

Ahmed et al. (2008) observed the patterns of use of the Internet by a

questionnaire survey of 102 hospital doctors and 123 medical students in Khartoum,

Sudan, in January 2005. More doctors (84.3%) had used the Internet than had

students (78.9%). Half of consultants (55.0%) used the Internet daily, compared with

only 18.2% of junior doctors. Many consultants and junior doctors rated their abilities as

poor (60.0% and 53.1%). One-third of students (33.3%) used the Internet only for

personal and not for academic purposes. Barriers to greater use of the Internet by

doctors included: time constraints (80.2%), poor skills (54.6%), no access to full texts of

journal articles (53.4%), difficulty in verifying the quality of information (47.6%) and high

costs (41.8%). Students faced similar barriers but also listed poor knowledge of the

English language.

3. Effect of internet use on over all performance

Goldberg (1996) supported that student who were taught using

both traditional method and internet performed better than those who

were only exposed to the traditional methods.

Moore and Kearsley (1996) have acknowledged that most

distance education learners want some kind of interaction with their

instructor and fellow learners during an educational event. This may be

for purely social reasons or for getting feedback on their ideas and

questions. In traditional distance classroom learning environments, e-

mail, fax, telephone and mail all offer methods to connect with the

instructor and other learners.

James (1997) reported that the information age and its supporting

technologies such as the internet and other digital tools, has enabled

work and learning to occur during time periods and in locations based

upon individual needs. With millions of internet subscribers using e-mail

and the world wide web (WWW), the internet is now considered a mass

media. Individuals may soon consider such electronic connectivity as

essential in daily living.

Richard C. Sherman (1997) reported that the world wide web

(WWW) is an exciting new tool for teaching college courses in

psychology. The potential benefits of the WWW stem from the wealth of

information it makes available to instructors and students, the ease of

access to that information, and the “hypermedia” richness of WWW

documents.

Scherer (1997) mentioned that very small (8.25 per cent) of the

internet users perceived their online use to have a negative impact on

their lives.

Hussein and Jefferys (1998) explained that the benefits of internet

included its multi-faceted and collaborative approach to education.

Internet effectively overcomes the barriers of time, location, the linearity

of learning process and communication with the tutors. It can provide a

holistic approach to learning by enabling the students and faculty to

make available their projects, writings and curriculum materials in a

mutually beneficial manner, which is either achieved with difficulty or

unpractical in the traditional style of teaching.

Patnaik and Saravanan (1999) reported that the rapid spread of computer

network flourishing computer software industries, the liberal approach towards the

internet subscribers and government‟s the liberal approach towards the internet

subscribers and government‟s enhanced support for the development of IT and

communication infrastructure in the factors responsible for growth of internet in India.

Anderson (2000) reported that small group of students primarily

men in the hard sciences use the internet to the degree that it has a

negative impact on their academic or social lives

Gagnon and Krovi (2000) investigated that internet related training does have a

dramatically positive influence on the use of the internet along with the larger

departments with greater resources and the presence of faculty within the department

are the factors that can encourage internet usage.

James and Drik (2000) highlighted that triggered by the internet,

continuing adult education may well become the greatest growth

industry in the near future.

Raymond (2000) indicated that the present Hong Kong education

stakeholders were quite familiar with using Internet technology. The skill competency

level, technology infrastructure and social acceptance were quite mature. These have

already laid a good foundation for the growth of Internet learning. Using Internet for

learning creates an impression of state-of-art technology and innovative

learning style. This will have some positive effect in raising the

university‟s status.

Singh (2000) explored that education in India is entering a new

phase with many important institutions exercising the option of offering

information about themselves on net which gives prospective students

the advantage of acquiring the relevant information about universities

and training institutions without spending too much time, energy and

money.

Agnihotri (2001) emphasized that the educational sector and

private schools, big coaching centres have come up as major purchaser

of internet accessibility.

Andrew Trotter (2002) reported that internet access has a

measurable impact on student achievement. The researchers

specifically looked at the impact of the federal Education (E) rate

program, a program designed to help schools acquire

telecommunications services. Though the results do not indicate that

internet investment has made an impact, critics of the study suggest that

not only is it too early to make this kind of assessment, but that internet

connections alone are not likely to improve student test-scores.

Nevertheless, the study serves as a “first crack” at trying to determine if

this link between internet connections and student achievement can be

made and it provide some interesting conclusions.

Jones (2002) reported that nearly four-fifths of college students

(79 per cent) agree that internet use has had a positive impact on their

college academic experience. Almost half (46 per cent) of college

students agree that e-mail enables them to express ideas to a professor

that they would not have expressed in class. Two – thirds (68%) of

college students reported subscribing to one or more academic –

oriented mailing lists that relate to their studies. Nearly three – quarters

(73 per cent) of college students say they use the internet more than the

library, while only 9 per cent said they use the library more than the

internet for information searching.

Jones (2002) explained that 42 per cent of the college students

used internet primarily to communicate socially. And 72 per cent of the

students say most of their online communications is with friends and

considers the internet to be an eary and convenient choice for

communication with friends.

Aryal (2003) reported that ICT has made tremendous impact in all

aspects of socio-economic life of the people because of its multipurpose

advantageous services and provisions.

Chauhan (2004) reported that degree of Internet exposure of the

postgraduate students was not affected by their academic performance.

Hermann et al. (2005) evaluated the Oklahoma Cooperative Extension Service

Nutrition Web Site in terms of Web site characteristics, information sections,

information formats, and uses of the information immediately after and 6 months after

an in-service training on the Web site. Immediately after training, educators appeared

to be most interested in quickly using Web site information in educational programmes.

Six months after training, educators appeared to begin to use the Web site as a source

of current information that could be used to address immediate consumer questions

and be used for news releases.

Ahn-Yun and Kim-KyungWon (2007) investigated utilization status of internet,

health/nutrition websites among children, and to assess the needs for developing

nutrition websites and education programs for children. The survey questionnaire was

administered to 5-6th grade students (n=434) at two elementary schools. About 32%

used the internet every day while 19.5% used it whenever they needed, showing

significant differences in internet usage by gender (p<0.01). Although the subjects used

the internet frequently, those who used health/nutrition websites were 23.3%. The

purpose of using these sites were mainly 'to obtain health/nutrition information' (55%),

'to get information regarding weight control' (17%). Fifty-six percent of the users were

satisfied with the nutrition websites, but only 30% said that they were helpful. The

preferred topics in developing nutrition websites were assessment of obesity, exercise

methods, weight control methods, nutrition information (e.g., diet for stature growth),

dietary assessment and food hygiene. Girls showed more interest in these topics than

boys (p<0.05). For school nutrition education, girls showed more interest than boys in

topics for cooking snacks (p<0.001) and selecting snacks (p<0.05). In nutrition

websites, subjects wanted to have information and game/quiz, as well as getting

information using Flash animation. The favorite colors for screen and text were slightly

different by gender (p<0.01). In school nutrition education, 89.5% of subjects liked to

have activities (e.g., cooking, exercise, game). They also liked materials using

computers, video and internet than printed materials. If nutrition education was done at

schools, subjects wanted to receive 5.7 times of education per semester on average

(mean length: 42.6 min./session). This study suggests that nutrition websites and

education programs for children should include the topics such as assessment of

obesity or diet, weight control and special information (e.g., diet for growth) as well as

general information. In designing nutrition websites and programs, methods including

game, quiz, Flash animation and activities (cooking, exercise) could be appropriately

used to induce the interest and involvement of children.

Blasio (2008) found that by reducing the cost of performing isolated economic

activities in remote areas, information technology might serve as a substitute for urban

agglomeration. The results do not support the argument that the Internet reduces the

role of distance. Internet usage is much more frequent among urban consumers than

among their non-urban counterparts.

4. Factor associated internet utilization

Bennett (1998) examined that web-based chat rooms, stock

portfolio management tools, up-to-the minute sports statistics and virtual

shopping are the communication facilities associated with the internet

usage.

Philip (1998) reported that a key aspect of technology policy in South Africa

was universal access. This sounds like a technological problem, but closer examination

shows there are significant cultural problems. One of the problems in a multi-ethnic

country is language. South Africa has 11 official languages in addition to several others

spoken by sizable minorities. He raised two major questions; does universal access

mean all languages must be accommodated or does globalization imply English must

be forced on everyone?

Gognon and Krovi (2000) highlighted that e-business is

encouraging business processes, enterprise decision-making,

application and organizational structures.

Agnihorti (2001) examines that ISP traffics have fallen sharply

with better economies of scale and lower cost for national and

international leased lines and affecting the usage of internet.

Anonymous (2001) stated that various factors like age, race occupation,

monthly income, accessibility of localite, cosmopolite and mass media sources for

providing information about different sites, ownership of electronic devices for using

internet, access of internet at home, online shopping feature of interent, consumer

interest in various forms of internet, difference in exposure of internet for men and

women and difference of various type of websites in reach by location all are the

factors associated with internet use.

Jessic et al. (2001) reported several possible explanations for graduate

students‟ greater acceptance of forming relationship on the Internet. A possible

explanation of their findings was that graduate students may already be some what

accustomed to using the Internet for other purposes such as a making professional

contacts and doing research.

Gupta (2002) stated that the approach of discovering the root of

problem like problem of bug while working on net by determining where,

why, when and how defects are introduced and devise strategies that

would prevent the introduction of each defect can affect the usage of

internet

Jadhao (2002) observed significant relationship between mass media

exposure and transformation.

Marc (2002) concluded that engineering graduates require an ever-increasing

range of skills to maintain relevance with the global environment of the new millennium.

Communication skills are vital component of this, recognized by academia and industry

alike. English language skills are also important given its widespread status across the

globe as a lingua franca. Indeed, multilingual skills are considered a salient element in

the make-up of the new global engineer. English for specific purposes focuses the

learner‟s attention on the particular terminology and communication skills required in

the international professional field. He further indicated that there is a clear necessity

for effective English communication skills for engineers in the current globalization.

Statistics indicate that the prime language of Internet sites is becoming increasingly

regionalized, with the local dominant language being the first choice in language

options. English is still strong, but it is becoming the second choice in an increasingly

multilingual international community. The Internet, as an instrument of globalization,

contributes to this process of recognizing diversity. This has clear implications for

engineers.

Verma (2002) reported that due to the technological advancement

like modem doubling (way for a user to get fast internet connection with

an analog telephone line, to use two 56 KBPs modems to double the

band width), modem bonding (use of Multilink protocol plus (CM+) to

combine the band width of two modems) and modem teaming (working

of modems as separate connections) using the “Smart download”

capability- are the factors associated for growing internet usage.

Chauhan (2004) reported that level of Internet exposure was higher among the

Ph.D. scholars than M.Sc. scholars.

Chauhan (2004) revealed that slightly more than half of Internet user research

students were more than 23 years of age. He observed that level of Internet exposure

was increased with increased in the age of the research students.

Chauhan (2004) signified that degree of Internet exposure of

postgraduate students was not affected by their degree of father’s

and mother’s education

Patel (2004) revealed that more than half of the information needing

respondents (55.65 per cent) were in the middle age group followed by old age and

young age group.

Patel (2004) revealed that majority (51.67 per cent) of Internet user research

scholar had above 23 years of age. Further she observed that age was significantly

related with Internet exposure of the Internet user research scholar.

Patel (2004) reported that 51.67 per cent of the postgraduate Internet user

scholars had first class in graduation. She further observed that education level of the

Internet user postgraduate students was positively significant with their Internet

exposure.

Patel (2004) reported that that majority of the Internet user postgraduate

students were with first class academic performance (51.67 per cent). Further she

reported that degree of Internet exposure of the postgraduate students was non-

significantly related with their academic performance.

Patel (2004) reported that majority (83.33 per cent) of the Internet user

students‟ fathers‟ level of education was SSC or above that level. She further

concluded that students‟ fathers‟ level of education was non- significantly related with

the level of Internet exposure of the students.

Chauhan (2005) concluded that students having more age had low level of

computer nervousness.

Chauhan (2005) concluded that students with lower level

education of their father were found more active in computer and had

less computer nervousness, but this trend was not up to the level of

significance.

Patel and Chauhan (2005) reported that the college students with higher

academic performance were slightly more active in using Internet than those of lower

academic performance.

Patel and Chauhan (2005) concluded that that slightly more than two fifth of

the Internet user postgraduate students‟ fathers‟ level of education was above

secondary level. They also concluded that Internet exposure observed insignificantly

higher among those students, whose fathers‟ level of education was higher.

Patel (2006) reported that majority of the multimedia opinion provider teachers

had middle age (61.66 per cent). She also stated that age and opinion of the teachers

regarding multimedia application in agricultural education were negatively and

significantly related with each other.

Patel (2006) reported that majority (61.67 per cent) of the opinion

contributor teachers towards the use of multimedia in agricultural

education had earned their Ph.D. degree with distinction, out of such

teachers, 48.34 percent and 10.00 percent had distinction in their M.Sc.

and B.Sc. degree, respectively. She stated that there was negative non-

significant relationship between opinion of the teacher regarding

multimedia application in agricultural education and their academic

performance.

Shah (2006) reported that there was negatively significant relationship between

age of the AAU teachers and their Internet exposure, reflecting that degree of Internet

exposure of the AAU teacher was observed better among young teachers than the old

aged teachers.

Shah (2006) declared that there was positive relationship

between the academic qualification and degree of Internet exposure of

the AAU teachers.

Shah (2006) observed that academic performance of the teachers had

negatively non-significant relationship with their opinion regarding multimedia

application.

Atiso (2007) found that in recent years, higher education in Ghana has been

characterized by an increasing number of students without a corresponding increase in

facilities such as residential and classroom accommodations and the acquisition of

modern books and journals for both students and lecturers. The lack of up-to-date

information for higher education could be offset in part by the Internet, which could be

tapped to enhance academic work. Until recently, many universities in Ghana have

depended primarily on print media (books, journals, newspapers) and grey literature as

the main sources of information for both students and lecturers. This paper discusses

the Internet as a supplementary source of information for tertiary institutions in Ghana,

with particular reference to students of the faculty of agriculture of the University of

Ghana, Legon, where the technology is relatively new and expensive and not easily

accessible to the majority of students. The Internet could serve as a perfect

supplement for lecturers and students and should therefore be viewed as a necessity,

rather than a luxury afforded to the privileged few, as is currently the case because of

the cost involved in accessing the technology.

Yldz-Samur et al. (2008) determined the status of computer and

Internet using and the factors affecting use of internet in nutrition and

dietetics students. Methods: This study was carried out in Hacettepe

University School of Health Technology, Department of Nutrition and

Dietetics, Turkey. Applying questionnaires under observation collected

the data. Results: Out of 256 students, 232 contributed to the study

(90.6%). Only 7.3% of the students were computer illiterate. Two thirds

of the students (65.1%) personally owned a computer. Those students

using computer spend an average of 6.71+or-0.49 hours per week in

front of the screen, spends an average of 5.39+or-0.41 hours per week

in the Internet and they remain online for an average of 1.41+or-0.79

hours. Time spent for the Internet usage for professional

development/learning is significantly higher among senior students.

Students familiar with computer usage spend relatively longer times in

front of the screen and on the Internet in comparison to others (p<0.01).

The students who have a computer and Internet connection, spend

relatively more time using the computer, connecting to the Internet and

visiting nutrition related sites in comparison to both students who have a

computer but no readily available Internet connection and who do not

own a computer at all (p<0.01). CONCLUSIONS: University

administration should aim at increasing the use of computers and the

Internet by students for learning and professional development purposes

by promoting such activities and providing training opportunities for

better computer use.

5. Constraints encountered in internet utilization

A pilot study done by Harris (University of Texas at Austin) and

Grangennett (University of Nebraska at Omaha) made reference to

several well known researchers. "Computer anxiety levels have been

found to be better predictors of success in using computers that is extent

of prior computer experience (Marcoulides, 1988), but computer anxiety

scores are not related to amounts of computer experience (Rosen,

Sears & Weil, 1987; Marcoulides). Computer experience appears to

effect attitudes about computers, rather than computer anxiety

(Gressard and Loyd, 1986, Igbaria & Chakrabarti, 1990).

Birkenholz and Stewart (1991) reported that lack of training in

using computers was a major barrier to using the microcomputer and

computer related technologies.

DeLoughry (1993) reported that encourage students to explore,

"People need the opportunity to play before they gain confidence." He

quoted the words of Weil that schools, colleges and businesses allow

students and employees to experiment with new computers and new

software before they are incorporated into daily activities. This would

allow the user the time to explore, "play", and feel comfortable.

Bill Gates (1995) analysed that the pricing of network access may

be set politically rather than in the marketplace. It is going to be

expensive to enfranchise people in remote locations because the cost of

bringing wiring to far-flung homes and even small communities is very

high.

Tarjanne (1996) stated that the most of problems on internet is

that the information contained on the internet is unstructured, unsorted

and difficult to find to in particular.

Brown and Vician (1997) reported that computer anxiety has been

associated with decreased use and worse, avoidance of information

technology. Avoidance of computer use can seriously affect some

students‟ academic progress, which may cause lower performance in

business settings and ultimately affect career opportunities.

Goh (1997) found that the high cost of computers and computer

peripherals was the main deterrent for non-users of Internet.

Hamizatul (1997) Yeap (1998) and Pang (1997) identified several

factors that learn Internet skills were even stronger because of “a

shortage of teaching staff” as well as equipment in institutions of higher

learning. They further observed that students faced several major

barriers to their successful use of library resources through Internet were

genuine, students perceived that access was denied because of the

inability to access databases remotely due to password requirements

and/or license restrictions, difficulty in searching and justifying within the

library and its websites costs of copying and printing at the library

shortage of knowledge able librarians, lack of the customer orientation

they have come to expect as consumers.

Tseng et al. (1997) reported that feelings of anxiety toward

computers and computer use, is common, affecting 30 to 40% of the

population.

Bennett (1998) stated that there are sites such as E* trade which allow one to

constantly reassess their investments with the ability to usage.

Dorothy et al. (1998) observed that lack of availability of some

ICT resources (1eg Internet, e-mail, computer conferencing, video

conferencing, fax, digital camera, digital scanner and on-line information

sources) was the main problem given by teachers in accessing ICT. This

should not necessarily be taken to mean that there might not be other

inhibitive factors such as lack of knowledge or skills, or lack of support,

but rather that access to the technology tends to over ride all other

factors in determining use.

Yeap‟s (1998) comparative study of the Arts and Science

students at one of the local universities, he found that the lack of

exposure and shortage of equipment influenced to a great extent the

involvement of students in the use of Internet. Yeap‟s found that the

Science students were more likely to use Internet because of their

knowledge in Internet applications compared with the Arts Students.

Patnaik and Saravanan (1999) highlighted that India‟s telephone

density is hardly 1.3 per cent (Telephones per 100 population) against

world average 11 and computer density is around 1.5 (per thousand

population) against world average 2. It indicates that the slow diffusion of

internet in India is due to the improper telecommunications and

computer networks.

Roa (1999) stated that due to insufficient online usage and online spending

(buying power) internet utilization may not be a viable proposition for many developing

nations.

Anonymous (2000) reported that simulataneous access to the internet via a

single modem or using one – connection and one account multiple users can browse

the web, check e-mail or use any internet application are the facilities promiting the use

of intenet.

Anonymous (2000) reported major problem like poor quality of

Internet connectivity, low bandwidths and waiting for years to own a

telephone connection were more very common problems.

Gagnon and Krovi (2000) compiled that the availability and sophistication of

computer resources along with the lack of interent training for the faculty involved

inproviding internet training to students can influence the usage of the internet.

Gagnon and Krovi (2000) found from a study of undergraduate operations

research and management science courses that the availability and sophistication of

computer resources influenced the use of internet/ worldwide web.

Raymond (2000) reported that only 23 per cent respondents

believed that they had no technical hurdles in using Internet for learning.

However, this observation does not preclude general acceptance, as 50

per cent of respondents clearly expressed a liking for Internet learning

regardless of the technical hurdles they had once felt difficult. He further

reported that more than half of the respondents believe that it is

worthwhile going towards using Internet as a teaching media.

Shah, Beena (2000) highlighted that the enquiry- discovery model

used in internet instruction succeeded in creating interest and

enthusiasm among learners to gain the knowledge through self- paced

learning to the extent they want, affect the usage of internet.

Agnihotri (2001) indicated that inadequate penetration of PCs and

the internet in homes as well as limitations in access are main problems

faced in internet utilization.

Agnihotri (2001) reported that while using internet, the logon

screen is sometimes a nuisance for single user computers as every time

the Windows loads, the user has to furnish the password or hit Escape

key to proceed further.

Agnihotri (2001) evaluated that high dial-up charges and low PC

penetration are the major problems in internet usage.

Ardeshana et al. (2001) revealed that major constraints were less

use of A.V. aids, appropriate to the subject in teaching, lack of

appreciation of the teachers for good teaching, poor training facilities to

the teachers and course contents are not revised according to the need

of the time.

Anonymous (2002**) reported that the perceived barriers for their

successful use of internet sources are, difficulty in searching, navigating

the websites, cost of copying and printing the materials etc.

Anonymous (2002**) highlighted that advertising within websites

bother college students. Four-out-of-five students are bothered at least a

little, and one- quarter are more bothered. Most (58%) believe that there

is no difference in the reliability of information on websites with

advertising and only one-in-five believes ad-free websites have more

reliable information.

Catherine and Banji (2002) revealed that academician

respondents using Internet working in university In Nigeria had faced

constraints, from the ranked severity of constraints, costs ranked the

highest in Kenya it was ranked third. The biggest constraint in Kenya

was the availability of Internet connection and this was second in

Nigeria. Reliability of electricity and computer skills in general were not

considered huge constraints and the least was the language of content

since respondents in both.

Gagnon and Krovi (2000) found that the most frequent factor for

not using internet is lack of student access to computer laboratory

resources. Lack of relevant websites, lack of proper computer equipment

for students, lack of incentives to use the internet are the obstacles in

internet utilization.

Panda (2001) reported that the cyber terrorism through computer

virus, hackers, cyber- punks and disrupts the normal functioning of

computer network.

Anonymous (2002) reported that while working on internet several

risks exposed are virus attack, hacking and data threats etc.

Hasnain (2002) stated that the excessive spamming (spam mail)

may disrupt the computer and may even deny access. Kumar (2002)

reported that hard disks crash, communication lines stop working,

browsers take ages to download information, hackers and virus threats

are the constraints faced while using internet.

Noronha (2002) highlighted that some of the problems in internet

utilization are poor infrastructure, lack of sufficiently motivated teachers

to impart training on internet use to students and reluctance of school/

college authorities to open access of internet to students.

Raman Mohan (2002) stated that the biggest nuisance for Net

surfers these days are the pop up windows that open up themselves as

any person take rounds of different websites.

Singh (2002) reported that no-availability of equipments, media

and other basic amentities like electricity are the major problems in the

utilization of internet.

Singh (2002) reported that if anybody download a file (runabled

and containing a virus) – attached to an e-mail or USENET posting (i.e.

binary) and ru nit, there are chances of having viruses in that filed while

using e-mailing.

Verma (2002) stated that while surfing the internet, sudden

stucking of internet explorer, stopping opening the website or hanging

the system (due to specification limits the number of simultaneous

connections any browser can make to a given server) are the constraints

commonly faced.

Singh (2002) reported that while using internet, two common

problems are of Junk mail and spam. Spam is flooding the internet with

many copies of the same message in an attempt to send massage to

people who would not otherwise choose to recipient but spam causes

inconvenience and costs the recipient money to receive it.

Pat et al. (2003) reported that the more aggressive the technology

policy and the stronger the entrepreneurial orientation, the more the firm

uses the Internet to conduct business activities. More important, the

competitive intensity of the business environment moderated these

relationships: Technology policy and entrepreneurial orientation were

associated with the use of Internet-based electronic commerce under

high levels of competitive intensity, but significantly less so under low

levels of competitive intensity.

Anonymous (2004) observed that major constraints areas were

lack of supporting facility and lack of incentives.

Anonymous (2004) reported that more and more, professional

success depends upon reasonable application of computer technology.

However, not all people find easy access. Certainly, two major

hindrances are computer anxiety and lack of computer self-efficacy.

Mishra et al., (2005) observed that the obstacles encountered by

the students in internet use were 83.03 per cent male and 61.29 per cent

females said slow functioning, 35.38 per cent male and 41.94 per cent

females aid lack of skills for using the new medium, 32.31 per cent male

and 29.03 per cent female said costly and 32.31 per cent male nd 16.13

per cent female said poor facilities of internet in college as barriers in

internet use. Some other problems were difficult in finding scientific

materials related to their field (18.46%) male and 29.03% female),

electricity failure (24.62% male and 19.35% female), language (15.38%)

male and 6.45 % female only) and internet oriented education is not

being imparted (1.54% male only).

Misovic (2007) examined two enterprise information system (IS) architectures:

an older application architecture and a more recent service-oriented architecture. The

application architecture is a classical web-based application that can accept a partial or

complex solution of enterprise IS. The first solution has problems with data process

communication integrity, which disturbs IS applications. The second solution is suitable

for large enterprises but not for small and medium enterprises. Classical web-based

applications are too inflexible to adapt to changes in the enterprise's market production

environment. On the other hand, the service-oriented architecture can operate on

enterprise web services. Computerization of such small and flexible units can be

addressed by classical web services. A new web-based application plays a structural

unit role for service-oriented architecture. This application consists of a sequence

formed by enterprise web-service calling. Enterprise web services can easily adapt to

changes in the enterprise's market production environment thus contemporary service-

oriented architecture are preferred by enterprises over the older application

architecture.

Goodwin (2008) found that every user can contribute to Wikipedia, the online-

encyclopedia. Many people use it already and it therefore provides a broad range of knowledge.

The present article is about positive prospects and risks for the forest sector. On the one hand

Wikipedia is an additional channel to reach other scientists, students and the general public. On

the other hand the quality of its content is controversial. For this reason forest scientists should

keep an eye on subject-related articles and enhance them if necessary.

3 THEORETICAL ORIENTATION

This chapter includes the theoretical orientation for the study. The

obtainable literature reviewed in relation to the problem in the preceding chapter

facilitated in devising theoretical orientation and direction for choice of variables for the

study and operationalization of the concepts. The chapter has been divided and

presented in the following sections.

3.1 Conceptual framework of the study

3.1.1 What is the Internet?

3.1.2 The origin of the Internet

3.1.3 Organlzational structure of the internet

3.1.4 History of the internet

3.1.5 SKRAU- A profile

3.1.6 Structure of Internet/Broadband/Mobile Technologies

3.1.7 Future application of internet

3.1.8 Issues Related to Internet/Broadband/Mobile Technologies

3.1.9 Concept of personal characteristics

3.1.10 Concept of utilization pattern

3.1.11 Concept of performance

3.1.12 Concept of constraints

3.2 Operationalization of the terms use in the study

3.3 Abbreviations used in the study

3.4 Theoretical model of the study

3.5 Empirical hypotheses

3.1.1 What is the Internet?

The Internet is “at once a world-wide broadcasting capability, a mechanism for

information dissemination, and a medium for collaboration and interaction between

individuals and their computer without regard for geographic location” (Internet Society,

2008a). While what is known today as the Internet is only approximately twenty-five

years old, decades of small and large technological advances had paved the way for its

development and success.

A working definition

It is understandable that when the question „What is the Internet?‟ is asked, the

answers often vary widely. For example, representative answers may include: a

network of networks based on the TCP/IP protocols a community of people who use

and develop those networks a collection of resources that can be reached from those

networks.

The Internet is a global resource connecting millions of users; it began as an

experiment over 20 years ago by the United States; specifically, its Department of

Defense.

The Internet is an American invention. But its impact is global. Internet is a

glimpse of the future of networked computing, a total network in which a user can glide

seamlessly from network to network as need dictates.

3.1.2 The origin of the Internet

The originating network was named ARPANET and designed to support

military research into computer communications. From its inception, ARPANET was

built on a key assumption: the network is unreliable. Translating this into more practical

English, the network was designed to operate during a nuclear attack as a means of

allowing data to find their ways to their destinations and to relay upon many computers

in many places. A nuclear blast or routine network outage would not impair the webs of

communication paths.

The core of the design was a computer that would act as a switch to route the

packets of data back and forth among their sources and destinations. The model for

the design was somewhat like the American Telephone & Telegraph company‟s

telephone system in the United States. Each computer was, and is still today,

connected to a local switch from which all other computers can be contacted. The

designers engineered additional features into the packet scheme to make certain that

data arrived as they were sent.

Almost as a by-product of reliability was a foreshadowing of what is now called

client server architecture: in effect, a larger machine linked to smaller machines which

could in turn be linked to other computers. Communication took place between the

source and destination computer. The network required a computer to accept

messages or data packets and keep the pipeline filled. If one of these trafficcop

computers failed, the rest of the network was not affected.

3.1.3 Organlzational structure of the internet

Internet is run by a loose federation of US government agencies, trade

associations, contractors, volunteers and committees. In its early stages, the Internet

consisted of government-sponsored networks. With the advent of Xerox PARC‟s

Ethernet, however, linking computers accelerated. Over time, privately owned and

operated networks became an important part of the Internet architecture.

Internet Society

With the introduction of the National Science Foundation NSFNET, however,

the architecture evolved to include intermediate level networks consisting of collections

of commercially produced routers and trunk or access lines which connected local area

network facilities to the government-sponsored backbones.

The government sponsored supercomputer centres (such as the National

Aerospace Simulator at NASA/AMES, the Magnetic Fusion Energy Computing Center

at Lawrence Livermore Laboratory and the half-dozen or so NSF-sponsored

supercomputer centres) fostered the growth of communications networks specifically to

support supercomputer access although, over time, these have tended to look more

and more like general-purpose intermediate-level networks.

A number of intermediate level networks applied for and received funding from

the National Science Foundation. These direct subsidies are temporary in the sense

that those receiving funding should become self supporting. To achieve this goal,

intermediate level networks have been developing ways to generate revenue.

But the mix of government backbones, consortium intermediate level nets and

private local area networks, must evolve to respond to the global, economic and

technical demands of the user communities. With the move to higher speed backbone

operation, the importance of the participation in the Internet of a broader range of non-

governmental organisations has increased. However, the US government funding for

Internet is going to decrease. The Internet must become selfsupporting. In other words,

it is in the process of changing from a government sponsored service with a user

community composed of academics, researchers and a handful of commercial

activities, into a different, marketplace driven environment.

Internet Architecture Board

Internet Research Task Force

Internet Engineering Task Force

Research Groups Areas and Working Groups

3.1.4 History of the internet

However, some claim that the undersea transatlantic cables laid in 1866 were

the first step to developing the Internet. The cables were designed to allow telegraph

signals from continent to continent, and their success allowed for immediate

communication across the ocean (Sherman, 2003, p. 8). Another significant event in

history happened in 1957 when the U.S.S.R. launched Sputnik-I into Earth‟s orbit. In

response, the United States created the Advanced Research Projects Agency (ARPA)

under the Department of Defense. ARPA‟s “mission was to apply state of the art

technology to US defense and to avoid being surprised (again!) by technological

advances of the enemy” (Universiteit Leiden, 2008).

The 1960s and the beginning of the ARPANET.

In 1962, ARPA appointed J. C. R. Licklider of MIT to head its computer

research program. His objective was to design the first electronic network to aid the

United States military (Universiteit Leiden, 2008). In August of that same year,

Licklider published a series of memos describing what he called a “Galactic Network.”

He envisioned the concept of a “Galactic Network” as a globally interconnected set of

computers which people could use to quickly access data and programs from any site

(Internet Society, 2008a). This idea was the precursor to what has evolved into the

Internet and World Wide Web. One year prior to Licklider‟s concept, Leonard Kleinrock

published the first paper on packet switching theory. Packet switching is the

transferring of packages of information over an electronic network (Sherman, 2003, p.

12). Since this electronic network did not exist, the next step was to find a way in

which computers could communicate with one another. In 1965, Kleinrock, Lawrence

G. Roberts, and Thomas Merrill connected a TX-2 computer at Stanford Research

Institute with a Q-32 computer at UCLA over a low speed dial-up telephone line to

create the first ever built wide area computer network. The circuit switched telephone

system was inadequate and thus proved the need for Kleinrock‟s packet switching

(Internet Society, 2008a).

In 1966, Roberts joined the ARPA team and one year later published his plan

for the ARPANET. When his plans were published, it became clear that three teams,

MIT, National Physics Laboratory, and RAND Corporation, had all been independently

working on packet switching theories without knowledge of the other teams.

Collectively, they incorporated their best ideas into the ARPANET (Universiteit Leiden,

2008). By 1969, ARPA realized that the military could be aided by the scientific minds

at universities, so two other schools were added into the network, University of

California at Santa Barbara and the University of Utah (Sherman, 2003, p. 16). Also in

1969, the first Interface Message Processors (IMP‟s) were installed in computers at

both UCLA and Stanford. An IMP is a “processor-controlled switch that is used to route

packets to their proper destination” (Birds-Eye, 2008). With this function, UCLA

students were able to 'login' to Stanford‟s computers, access its databases and try to

send data. The fledging network had come into being when the experiment was

successful (Universiteit Leiden, 2008). The first commercial online service,

Compuserve, appeared in 1969, and later would became the first service to offer mail,

technical support, and online chatting (Compuserve.com, 2008).

The 1980s and the birth of the Internet.

No one really knows who invented the word “Internet,” but by the 1980s it was

clearly here, and here to stay. By 1983 people no longer were using ARPANET,

instead they were logging onto the Internet. In 1984, the Domain Name Servers (DNS)

was introduced. This system introduced tiering into US Internet addresses and

included .edu (educational), .com (commercial), .gov (government), as well as .org

(international organization) and a series of country codes. The 1980's brought the first

subscription based commercial Internet company, UUNET in 1987 (Universiteit Leiden,

2008). The decade was also the beginning of concern for security on the Internet. The

first computer virus was released on November 1, 1988. It was called the Internet

Worm and it briefly disabled about six thousand Internet hosts (Sherman, 2003, p. 27).

One year later, as Sherman (2003) points out, more concern was raised when a group

of international spies were caught using the Internet to spy on the US, and so the term

“cyberspies” was coined.

Towards the end of the 90s there were more than 1.2 million websites

(Universities Leiden, 2008). Google, a new search engine, was launched in 1998.

Over the years Google has grown into one of the top search engines on the Internet,

accounting for more then 65 percent of the market by the end of 2007 (hitwise.com,

2008). In 1999 two other major websites were released, Myspace and Napster

(Infoplease, 2008). These two websites were the first of many social networks and

peer to peer file sharing databases, respectively, to come. Myspace lead the way for

future social networking sites, such as Facebook, which launched in 2004. It redefined

the way in which people could communicate with each other. Instead of talking on the

phone or meeting in person, users log on to the website and send messages to their

friends, blog about their thoughts and ideas, and provide information about themselves,

such as their educational background, favorite music and television shows, and

anything else they can think of. Napster was a music file-sharing website in which

users could easily access and download MP3 files from other users‟ computers.

However, as explained in the next section, Napster quickly saw its own demise

because of legal problems. By the end of this decade, anyone with a computer could

access the Internet and they were using it for all types of information and content.

The Internet has revolutionized the computer and communications world like

nothing before it. In 2006, there were more than 92 million websites, and that number

will continue to rise by the millions every year (Infoplease, 2008). The Internet and the

World Wide Web would not be what they are today without the help of the developers,

businesses, and consumers who have all taken a part in the creation of this worldwide

phenomena.

3.1.5 The Swami Keshwanand Rajasthan Agricultural University (SKRAU)- A

Profile

The Swami Keshwanand Rajasthan Agricultural University, also known as

SKRAU is one of the leading universities in Rajasthan as well as India. Swami

Keshwanand Rajasthan Agriculture University is situated in the city of Bikaner,

Rajasthan.

The Swami Keshwanand Rajasthan Agricultural University has been separated

from the existing Sukhadia University in the year 1987, with aims to provide education

in agriculture and allied branches, facilitate research work in relevant field and

undertake mass educational programmes especially designed for rural people of

Rajasthan.

Faculties/Departments:

Agriculture

Veterinary & Animal Sciences

Home Science

Agri-Business Management

Swami Keshwanand Rajasthan Agriculture University is an Agricultural

University located in Bikaner in the Indian state of Rajasthan. The University consists of

six colleges and teaching is split between two campuses, one 45 km from Jaipur in

Jobner and the other in Bikaner

The constitute colleges include:

The College of Veterinary and Animal Sciences, Bikaner established in 1954

The College of Agriculture, Bikaner

http://en.wikipedia.org/wiki/College_of_Veterinary_and_Animal_Sciences,_Bikaner

The College of Home Science, Bikaner

Institute of Agribusiness Management, Bikaner

Academic Staff College cum Distance Education Centre, Bikaner


The university conducts education and training in Agriculture and Allied

Sciences which includes Agriculture, Veterinary and Animal Sciences, Home Science

and Agri-Business Management. The university carries out production oriented

research programs, rural mass education and adoption and propagation of new

technologies throughout the state.

In order to achieve all these predetermined objectives the university system

has been classified into three functional areas such as research, teaching & extension.

To fulfill all the educational needs the university has following constituent colleges

under its jurisdiction

Educational Streams

The study programs at Swami Keshwanand Rajasthan Agriculture University

are aimed to broaden the intellectual potential of the students, faculty and other staff so

as to contribute towards the diverse economy. It provides educational opportunities to

the students through its various curricula and enables them to expand knowledge base,

acquire decision making skills linked to their preferred fields of expertise, and to

express themselves professionally. Instructions are given to the students so that they

can develop ability in their profession.

SKRAU Bikaner carries out research programmes through university faculty

and enrolled students, and confer academic distinctions on persons who bring about

technological interventions of economic importance. It awards medals, prizes,

scholarships, fellowships, distinctions and honorary degrees.

Extension education programme promotes agricultural education in the

masses. Three main functional areas of the Directorate of Extension Education,

SKRAU, are training, advisory and communication. The directorate has a team of multi

disciplinary scientists who work in close co-ordination with the Department of

Agriculture, Animal Husbandry, Horticulture, Forestry, Co-operatives, Panchayat

Samities and other agencies engaged for betterment of rural people.

The Swami Keshwanand Rajasthan Agricultural University is authorized to

provide instruction in Agriculture and Allied Sciences which include Horticulture,

Veterinary & Animal Sciences, Home Science and Agri-Business Management. It has

also been authorized in other fields of agricultural learning, which the university may

deem fit. It is empowered to maintain academic institutions, dealing with agriculture,

veterinary and animal sciences, home science, agri-business management, etc., to

carry out instruction in these faculties, hold examinations, and confer degree, diplomas,

pertaining to professional qualifications.

3.1.6 Structure of Internet/Broadband/Mobile Technologies

After considering the history of the Internet, it is important to understand the

structure of the Internet, including how it works. The Internet developed out of the

telephone networks. Telephone networks use circuit switching, which involves

operators manually connecting telephones to each other through “patch panels” that

accept patch cords from each telephone line and electrically connect them to one

another through the panel, which operates like a switch. Circuit switching is not a

viable option for connecting computers because it makes limited use of the

telecommunication facilities and takes too long to set up a connection. Instead, packet

switching is used in digital communications. Computers send out brief bursts of data

that are relayed from computer to computer until they reach their destination. The

computers that perform this function are sometimes called “packet switches” or

“routers”. Together, these routers and communication links between them form the

foundation of the Internet. (Kahn, 1999).

The Internet gets to users via Internet Service Providers (ISP's). There are

three groups of ISP's: backbone providers, national providers, and local providers.

Backbone providers are nationwide or multinational organization that control Internet

routing and often own pieces of the backbone itself. National providers buy capacity

and routing services from backbone providers. They then run points of presence

(POP's), which are locations of access points to the Internet, across the country, or in

some cases, the world. They are typically described as resellers who are reselling

bandwidth that is purchased from the backbone provider. Local providers operate

within a smaller geographic area, but operate much in the same way as the national

providers. Users pay an ISP for set-up and service and are then able to access the

Internet. (McPhillips, 1999).

In the late 1990s, the United States was buzzing with Internet Service

providers (ISPs), many of whom provided service through dial-up connections. By the

end of 2004, however, most ISPs consolidated or were driven out of business.

(Burgelman, 2005). The major cable and telecom companies are now the direct

connection for consumers to the Internet. Often, service is provided via broadband

technologies.

(i) What Is Broadband

According to the Federal Communications Commission, broadband or high-

speed Internet access allows users to access the Internet and Internet related services

at significantly higher speeds than those available through “dial-up” Internet access

services. Broadband speeds vary significantly depending on the particular type and

level of service ordered and may range from as low as 200 kilobits per second (kbps),

or 200,000 bits per second, to six megabits per second (Mbps), or 6,000,000 bits per

second. Some recent offerings even include 50 to 100 Mbps. Broadband services for

residential consumers typically provide faster downstream speeds (from the Internet to

your computer) than upstream speeds (from your computer to the Internet) (2008).

(ii) How Does Broadband Work

Broadband works by allowing users to access information via the Internet by

using one of the high speed transmission technologies available. The transmission is

digital, so all content is transmitted as “bits” of data. These bits move faster in

broadband transmission technologies than in traditional dial-up Internet connections.

Computers can be attached to a broadband connection by existing electrical or

telephone wiring, coaxial cable, or wireless devices. (FCC, 2008.)

(iii) What types of broadband options are available

Broadband can be provided over the following platforms:

• Digital Subscriber Line (DSL);

• Cable Modem;

• Fiber-Optic Cable (Fiber);

• Wireless;

• Satellite; and

• Broadband over Powerline (BPL).

(a) Digital Subscriber Line (DSL)

DSL is a wireline transmission technology that uses existing copper telephone

lines to transmit data to homes and businesses. Transmission speeds range from

several hundred Kbps to millions of bits per second. The availability and speed of DSL

service depends on the distance of homes or businesses to the closest telephone

company facility.

The following are types of DSL transmission technologies:

Asymmetrical Digital Subscriber Line (ADSL) used primarily by residential

customers who receive a lot of data but do not send much. It typically provides faster

speed in the downstream direction than upstream. It allows faster downstream data

transmission over the same line used to provide voice service, but does not disrupt

phone calls.

Symmetrical Digital Subscriber Line (SDSL) –

Used typically by businesses for services such as video conferencing.

Downstream and upstream traffic speeds are equal. Faster forms of SDSL, usually

available to businesses, include High data rate Digital Subscriber Line (HDSL) and

Very High data rate Digital Subscriber Line (VDSL). (FCC, 2008).

(b) Cable Modem

Cable operators use the same coaxial cables that deliver picture and sound to

television sets to provide broadband via cable modem service. Cable modems are

external devices that have two connections, one to the cable wall outlet and the other

to a computer. Transmission speeds are 1.5 Mbps or more. Speed varies depending

on the type of cable model, cable network, and traffic load, but is comparable to

residential DSL. (FCC, 2008).

(c) Fiber-Optic Cable (Fiber)

Fiber optic technology involves transmission through transparent glass fibers

that are equivalent to the size of the diameter of a human hair. Electrical signals

carrying data are converted to light and sent through the fibers. Transmission speeds

are far faster than DSL or cable modem, but depend on how close your computer is to

the fiber and how much bandwidth is used. Fiber can also be used to provide voice

and video services. Phone companies offer fiber-based broadband in limited areas.

(FCC, 2008).

(d) Wireless

Wireless broadband can be mobile or fixed. Wireless fidelity (WiFi) is an

example of a fixed, short range technology that is used in conjunction with DSL or

cable modem service to connect devices within a home or business to the Internet.

Using a radio link between a customer location and a service provider facility, WiFi

connects a home or business to the Internet. WiFi can often be found in “hotspots”

such as airports, parks and bookstores. Speeds are comparable to DSL and cable

modem. (FCC, 2008).

(e) Satellite

In addition to providing television service, satellites also provide links for

broadband service. It is another form of wireless broadband and is used primarily to

service remote or sparsely populated areas. Issues with satellite service include the

line of sight to the satellite and severe weather, which can disrupt transmission.

Speeds are slower than DSL and cable modem, but are still faster than dial-up

download speeds. (FCC, 2008).

(f) Broadband over Powerline (BPL)

Broadband over powerlines uses the existing power distribution network to

provide broadband to customers via electrical connections and outlets. Speeds are

comparable to DSL and cable modem. BPL is still an emerging technology and is

available only in limited areas. (FCC, 2008).

3.1.7 Future application of internet

As the world moves forward in an era where the Internet, broadband and

wireless technologies are essentially ubiquitous, a number of

opportunities for future applications in these fields are created. Among

these applications are technological innovations. Legal and ethical

concerns are paramount in the growth of these industries. Finally,

business applications and opportunities are essentially limitless.

(A) Technological Applications.

As technology evolves, it presents a number of unique opportunities to

develop future applications that many companies are taking advantage

of. These applications include: broadband over powerlines (BPL),

WiMax, Internet Protocol advancements, and the development of new

web browsers.

(i) Broadband Over Powerlines (BPL).

Broadband over powerlines is sometimes referred to as “high speed Internet

through your electrical outlets” (Ransford, 2008). It is a technology developed with the

intention of sending data over the same lines that transmit electricity to individual

households. The potential reach of BPL was one of the factors that led to its

development because as Burgelman noted, “Powerlines were already in place and

reached more homes than either cable systems or even telephone lines” (2005, p. 5).

(ii) WiMAX.

Another technological innovation in wireless Internet access is WiMAX. It

works by transmitting a wireless signal from a base station to different devices. Unlike

Wifi, which transmits broadband access signals in the range of 300 feet, WiMAX

transmits signals 30 miles (Burgelman, 2005). The potential for WiMAX is virtually

unlimited as base stations could conceivably offer cable or satellite signals, as well as

landline and telephone signals in addition to wireless Internet access. The leading

proponent of WiMAX in the United States is Sprint (Sanders, 2008). They plan to

launch the XOHM WiMAX network in September 2008.

(iii) IPv4 vs. IPv6.

Another future application related to the Internet is the deployment of Internet

Protocol version 6 (IPv6), which is the next generation IP standard. Internet protocol

specifies how communications take place between devices through an addressing

system. The current system, IPv4, is anticipated to run out of address space in 2010 or

2011. In early 2008, only 16% of the space remains unallocated (OECD, 2007). While

IPv4 has a theoretical maximum of about 4 million addresses, IPv6's will be in the

trillions (Internet Society, 2008b).

(iv) Web Browsers.

Other technological advancements in Internet technology include the

development of new web browsers. In early September, Google released a free

browser named Chrome, in part to offer competition to Microsoft's Internet Explorer and

Mozilla's Firefox browser (Lohr, 2008).

(v) Legal and Ethical Issues in

Internet/Broadband/Wireless Technology.

The digital media era has brought with it a number of legal and ethical

concerns including copyright infringement, security, and privacy. A number of these

same issues can be found in Internet, Broadband, and Wireless technology. Security

and privacy will more than likely always be a concern for these technologies. Hopes

for growth in these industries and greater access to these technologies have also led to

government intervention in the form of legislation and inquiries into activities by

telecommunications companies.

(a) Security & Privacy.

Recent advancements in Internet development have brought about security

and privacy concerns. At the center of privacy concerns are activities by both Internet

service providers and e-businesses. Recently, ISP's have been criticized for engaging

in deep packet inspection. Deep packet inspection is a filtering technique that involves

the inspection of packets of information as they are transmitted across the Internet. In

August of 2008, Yahoo! announced, partly in response to Congress' concerns about

consumer privacy, that it would allow users to shut off targeted advertising on its web

sites (Whoriskey, 2008).

(b) Legislation.

A number of pieces of legislation have been introduced to address some of the

concerns of the Internet and Broadband. The first was in the Senate and is the

Broadband Data Improvement Act in May 2007. Among its many provisions, it calls on

the Federal Communications Commission to reevaluate the current definition of

broadband to develop a new “second generation” metric (Horrigan, 2007). The most

recent piece of legislation is currently in draft status and has not been introduced. The

author is Representative Ed Markey of Massachusetts. Markey also authored the 2007

Broadband Census Act. The new act, the Wireless Consumer Protection and

Community Broadband Empowerment Act of 2008, is hoping “To require the Federal

Communications Commission to promulgate new consumer protection regulations for

wireless service subscribers, to restrict state and local regulation of public providers of

advanced communications capability and service, to increase spectrum efficiency by

Federal agencies, and for other purposes” (Public Knowledge, 2008).

(B) Business Applications and Opportunities for Internet/

Broadband/ Wireless Technology.

Along with the technological advancements and legislative efforts made in the

wake of the growth of the Internet, broadband, and wireless technologies, a number of

business opportunities will become available for companies looking to capitalize on the

popularity of these technologies. Among them are the potential uses of the wireless

spectrum that will soon be available, as well as expanded Wi-Fi applications and the

rise of user generated content on the Internet and on mobile phones.

(i) Wireless Spectrum.

On February 17, 2009, television stations must cease broadcasting on analog

channels and switch the broadcasting digital programming. The switch was made in

part to free up parts of the broadcast spectrum for public safety communications such

as police and fire departments. The switch, however, will also free up space that may

be auctioned to telecommunications companies who could provide consumers with

advanced wireless services.

(ii) Wi-Fi Applications.

While widespread Wi-Fi has been around for many years, the future holds

opportunities for new applications and additional usage of the technology. Many of the

city, wide Wi-Fi ventures developed by municipalities around the country have not

panned out as planned. However, some cities are scaling back these ambitious plans

of having “wireless cities” and instead offering targeted W i-Fi in specific parts of cities.

(iii) User-generated content.

The Internet is no stranger to user-generated content as the popularity of sites

like YouTube and Wikipedia can attest to. In fact, one could argue that most content

on the Internet is generated by its primary users and not necessarily by web

companies. Users build their own websites and blogs, and they contribute their own

content including photographs, videos, games, music, written work, and computer

coding to the Internet for all to see.

3.1.8 Issues Related to Internet/Broadband/Mobile Technologies

The rise of the Internet has brought with it a number of important issues. These

issues include convergence, net neutrality, and digital inclusion, among many others.

(i) Convergence.

Convergence essentially exists because of the Internet. It has enabled users

to download a wide variety of digital content including music, video, and games. With

broadband and other high speed Internet capabilities, they can do so at an extremely

rapid pace. Aside from the obvious content that users have access to, the Internet has

enabled convergence through mobile phones, through the services offered by

telecommunications companies, and via the new Voice Over Internet Protocol phone

technology.

From a mobile phone, a user can take digital photographs, download and listen

to music, access the Internet, and even watch television. Certainly, the release and

subsequent popularity of the iPhone, a device which is alluded to in Simon's statement,

speaks to the truth of his words. Along with the Internet, a mobile phone could be

considered the ultimate convergence tool.

(ii) Net Neutrality.

Network Neutrality (Net Neutrality) is the principle that keeps the Internet open

and free. Content is carried over the Internet by carriers and ISP's that run the major

backbones. Net Neutrality refers to the absence of restrictions or priorities placed on

said content (Pcmag.com, 2008). This principle prevents providers from blocking or

altering the speed of content based on its source, ownership, or destination. Many

consumers assume that they can do what they want, when they want on the Internet

and Net Neutrality makes that possible. This idea of non restrictive service has been a

part of the “nation‟s communication networks since the 1930s,” with the implementation

of the Communications Act of 1934 (Save the Internet, 2008).

(iii) The Controversy.

The Internet has had net neutrality since its inception, and this has leveled the

playing field for all participants including users, as well as content and service providers

(Pcmag.com, 2008). However, major carriers, such as AT&T, Comcast, and Time

Warner now want to charge larger sites for the traffic they create. Ultimately, these

companies want to control which sites run at a faster pace or which site will not load at

all (Save the Internet, 2008). They have lobbied the FCC to eliminate network

neutrality.

(iv) Internet Freedom Preservation Act of 2008

On February 12, 2008, Ed Markey and Chip Pickering introduced the Internet

Freedom Preservation Act. This legislation establishes a broadband policy to protect

the Internet from blocking, censorship, and discrimination from service providers, and

requires the FCC to research competition, protection, and other broadband issues

(Save the Internet, 2008). If Congress passes this bill, the Internet will remain open

and free.

(v) Digital Inclusion.

Digital inclusion refers to the ability of providers to penetrate the broadband

market and offer Internet access to as many people as possible. In international terms,

the Organization for Economic Cooperation and Development (OECD) reports that

broadband statistics vary greatly across the globe in terms of pricing and performance.

As far as best speeds for the lowest price, the switch to super high speed fiber based

networks has enabled Finland, Japan, Korea, and Sweden to land at the top of the list.

Japan has 100Mbps connections, which is 10 times greater than the average OECD

offering. They also have the lowest pricing with a broadband per megabit per second

rate of $0.22 USD equivalent. Turkey comes in highest at $81.13 Mbps. The United

States reported a $3.18 Mbps (Smith, 2007).

3.1.9 Concept of personal characteristics

For the present study the personal characteristics operationilized

as the all behaviour characteristics of the internet utilizing male and

female agriculture students which play an important role in utilizing the

internet.

The characteristics or features are used in a particular way to

unravel a tangled evolutionary history, document the rate of evolutionary

change, or as evidence of biodiversity. "Characters" are the "data" of

evolutionary biology and they can be employed differently in research

providing both opportunities and limitations. The Character Concept in

Evolutionary Biology is about characters, their use, how different sorts of

characters are limited, and what are appropriate methods for character

analysis. Leading evolutionary biologists from around the world are

contributors to this authoritative review of the "character concept."

Because characters and the conception of characters are central to all

studies of evolution, and because evolution is the central organizing

principle of biology, this book will appeal to a wide cross section of

biologists. Key features focuses upon "characters" fundamental data for

evolutionary biology, Covers the myriad ways in which characters are

defined, described, and distinguished, Includes historical, morphological,

molecular, behavioral, and philosophical perspectives

3.1.10 Concept of utilization pattern

The concept of proper utilization means maximum utilization,

balanced utilization and progressive utilization of each and everything.

Progressive utilization motivated by consumption and based on human

values will ensure social security.

There are multiple dimensions to the concept of utilization. The

role of evaluation in relation to the D&U process is to help NIDRR

researchers understand how much and how effectively consumers (or

other targeted groups) are using the research outputs that have been

disseminated. Utilization of research outcomes, then, can be considered

in terms of these two basic dimensions.

It refers to the extent utilization of various sources and channels

of information by an individual farmer available for seeking the

information. The utilization pattern includes use of information sources

and channels at different times, i.e. morning, day time, evening, and as

also any time during the day/night. different sites of use of information

sources and channels included in the utilization pattern, i.e., at home,

neighbour‟s house, friend‟s house and any other place like market,

community place and tea stall etc. Utilization measurement is made

complex by the nature of "use." Following utilization continuum,

identifies some examples of outcomes that may represent utilization.

Utilization continuum

3.1.11 Concept of performance

Performance is a net result of the combined efforts of all individuals and group

in the organization. Khanna (2004) described the benefits of the telecommunication,

cellular phones, computers the internet electronic commerce and artificial intelligence

have provided to the progress and development the IT sector in India organizational

performance is as ambiguous a term as organizational goal. Since it is difficult to define

exactly what the goals of an organization are, so it is also difficult to determine how well

the organization has performed . In assessing organizational performance we are

forced to ask the question. Performance from whose view point? Take, for example, a

firm from society may be said to be the goal of the firm and so the firm should be

evaluated in term of weather it does this or not. From the point of view of the owners of

the firm. Profitability and growth rate may be the criteria for assessing performance

from the point of view of the employees of the firm the firms performance may be

assessed in terms of how well it treats its employees. From the point of view of the

firms customers, courteous service, prompt delivery a good product and a competitive

price may be the criteria in terms of which the firms performance is assessed

(Khandwalla, 1977).

3.1.12 Concept of constraints

The simplest dictionary meanings of constaints are to compel, to force, to

confine, to restrain to violate, to straighten, to contract, to distresss, to limit, to press,

restriction of liberty, affection, restricted to avoid or perform some action.

Received information on internalization

Received information internalized and rejected

Received information internalized and partially applied/ rejected

Received information internalized and fully replicated

Received information internalized and adapted/ tailored for application

In behavioural research, there were difficulties in conceptualizing the

constraints as variable because they did not tend themselves easily to abstractions.

Such notions as adoption behaviour and acceptance of practices innovations suffered

from vagul and contradictory formulation to such an extent that there was little

concerning the adoption and acceptance of such segments of technologies, their

degress, directionality and the problem of their measurement (Bhatnagar, 1974).

Constraints exist primarly in terms of they are defined and conceived in organization

(Bhople and Agrawal, 1987 how and Tawade et al., 1987). Constraints are projections

of collective sentiments rather than simple mirror of objective conditions (Bora, 1990).

According to some auther, there exists interaction among the different

constraints (Hashim, 1989). It is argued that many constraints exist simultaneously in

several stages of development and patterns of progression from one stage to another

depending upon the time, place and other sets of conditions (Bhatnagar, 1974).

Bhople and Agarwal (1987) defined constraints as “The state or quality of

sense being restricted to a given course of action or constraints are nothing but the

problems that come in the way of adoption of technology”.

Singh (2009) identified that constraints implied forcible restrictions and

confinement of action.

3.2 Operationalization of the terms used in the study

3.2.1 Communication :

“Communication” is an act which answers the following questions who says

what, in what channel, to whom, with what effect. So, communication is a

term which means that sender and receiver are tuned together for a

meassage (Lasweell, 1960).

3.2.2 Utilization pattern : It refers to extent of utilization, different sites of use and

different time of use of different sources and channels in seeking information.

3.2.3 Internet utilization pattern :

It refers to the uses of internet in communication incorporating ways,

frequency, during, basis impertinence, purposes and benefits derived from

the internet usage in combination.

3.2.4 Constraints perceived in intent utilization

The constraints perceived in internet utilization pattern refer to the problems

faced / perceived by the respondents in the course of internet utilization

pattern.

3.2.5 Age: number of chronological years completed by the respondents on the

date of interview.

3.2.6 Education: It is formal education level of respondent.

3.2.7 Academic performance: It is performance of the respondents in terms of

the intellectual category or class in which they passed their last academic

degree.

3.2.8 Knowledge of different languages: It is number of languages known by the

research scholars.

3.2.9 Father’s education: It is level of formal education of respondent‟s father.

3.2.10 Mother’s education: It is level of formal education of respondent‟s mother.

3.2.11 Native place: It is birth place with background of the respondents where

they have passes their childhood in terms or rural or urban.

3.2.12 Type of family: It refers to type of family of respondents in terms of nuclear

or joint type of family.

3.2.13 Family size: It refers to number of family members in the family of

respondents.

3.2.14 Wish to migrate abroad: It is aspiration of the respondents to go abroad for

study or for settling or as inhabitant.

3.2.15 Exposure in extracurricular activity: It is involvement, participation, or

association of the respondents in other than academic activities of college.

3.2.16 Library exposure: It is frequency of use and time spent by respondents in

library.

3.2.17 Computer training: It refers to number of training received by the

respondents about computer and its features.

3.2.18 Wish to get higher academic degree: It is aspiration of the respondents to

earn higher academic degree.

3.2.19 Orientation: It is degree to which respondents are oriented to place themselves

in competitive situation in relation to other for projecting their excellence in

any professions.

3.3 Abbreviations used in the study

ARIS = Agricultural Research Information System

ARPA = Advance research project Ajency

BPL = Broadband Over powerline

.com = Commercial

d.f. = Degree of freedom

DNS = Domein name servers

et al. = (et alibi) and else where

Ext. Edu. = Extension Education

FTP = File transfer protocol

.gov = Government

H0 = Null Hypothesis

H1 = Alternate Hypothesis

HTTP = Hyper Text transfer protocol

i.e. = That is

IMP = Interface massage prosser

ISP’s = Internet service providers

IT = Information Technology

J. = Journal

Kbps = Kilobits per second

M.P.S. = Mean per cent score

M.S. = Mean Score

Mbps = Megabits

NARS = National Agricultural Research System

NGOs = Non governmental organizations

No. = Number of Respondent

NS = Non-Significant

.org = International organization

DSL = Digital subscriber line

rs = Rank order correlation

S.D. = Standard Deviation

S.No. = Serial Number

SKRAU = Swami Keshwanad Rajasthan Agricultural University

% = Per cent

Viz. = (Videlicet) namely

VSNL = Videsh Sanchar Nigam Limited

Wifi = Wireless fidelity

WWW = World wide web

3.4 Theoretical model of the study

For the successful completion of the present research work a theoretical model

of the study has been developed in the form of a tentative paradigm (Fig. 3.1) to show

the influence of selected independent variables over the internet utilization level of the

agricultural students of Swami Keshwanand Agricultural University, Bikaner the entire

study is based on the model. On the basis of the findings of the study the final form of

the paradigm has been presented at the and of this dissertation in the chapter

“Findings and Discussion”.

As shown in the paradigm there are 19 independent variables that might be

associated with the internet utilization level of the agricultural students. The variables

tentatively included in the model are :

1. Age

2. Marital status

3. Educational qualification

4. academic achievement

5. Education of father

6. Education of mother

7. Occupation of father

8. Native place

9. Type of family

10. Size of family

11. Family income

12. Medium of instruction

13. Training being extended by the college library

14. Computer course studied

15. Type of computer course studied

16. Expertise in navigating web

17. Place of living

18. Wish to migrate abroad

19. Wish to get higher academic degree

3.5 Derived hypotheses

A hypothesis is a tentative generalization, the validity of which remains to be

tested. In its most elementary stage the hypothesis may be any hunch, guess,

imaginative idea, which becomes the basis for action and investigation.

Keeping in view the specific objectives of the study, the following hypotheses

have been formulated. These general hypotheses are to be tested in the study.

H1.1 There is a significant agreement between the internet utilizing male and female

agricultural students with respect to their Gender, Age, Marital status,

Educational qualification, Academic achievement, Education of father,

Education of mother, Occupation of father, Native place, Type of family, Size of

family, Family income, Medium of instruction, Exposure to extra – curricular

activities, Training being extended by the college library as to how to use

Internet, Studied of any course to know use of Internet, Type of course

studied, Expertise in navigating the web, Place of living at the time of

education, Wish to migrate abroad, Wish to get higher academic degree,

Frequency of library use and Wish to serve in different areas.

H1.2 There is a significant agreement between in the internet utilizing male and

female agricultural students with reference to their Experience of internet use,

Preference of place of access to Internet, Expenditure incurred to use Internet,

use of Internet use, Purpose of Internet use, Possession of E-mail ID,

Frequency of E-mail use, Purpose of E-mail use, Frequency of chatting to

make communication, Frequency of chatting, Use of different search-engines,

Ratting the internet as sources of information, Satisfaction with internet facility,

Preference of internet on other media for getting information, Browsing

techniques required for getting information from the internet, Locating the

desired information on the Internet, Activities during Internet use, Preference of

timing of access to Internet and Orientation to Internet source.

H1.3 There is significant effect of internet utilization on the over all performance of

the male and female agricultural students with reference to their academic

performance and non academic performance.

H1.4 There is a significant association between the internet utilization of male and female agricultural

students and their Age, Marital status, Educational qualification, Academic achievement, Education

of father, Education of mother, Occupation of father, Native place, Type of family, Size of family,

Family income, Medium of instruction, Training being extended by the college library as to how to

use Internet, Studied of any course to know use of Internet, Type of course studied, Expertise in

navigating the web, Place of living at the time of education, Wish to migrate abroad and, Wish to

get higher academic degree.

H1.5 There is a significant agreement in perceiving the physical constraints, technical constraints,

economical constraints, operational constraint and psychological constraints faced by the internet

utilizing male and female agricultural students.

4 RESEARCH METHODOLOGY

In social sciences, the term research methodology is

concerned with the description of methods and procedures used during

research programme. It is considered as the „blue print‟ of the research

architect.

This chapter deals with research design, tools and technique

of a scientific investigation used for data collection in light of objectives

of the study. The selection of universe and sampling technique for

investigation as well as devices used for data analysis are also

explained in this chapter under following sub heads.

4.1 Locale of the study

4.2 Selection of sample

4.2.1 Selection of Agricultural colleges:

4.2.2 Selection of the respondents

4.3 Variables and their empirical measures

4.3.1 Measurement of dependent variables

4.3.2 Measurement of independent variables

4.4 Tools and techniques of data collection

4.5 Statistical measures used for analysis of data

4.6 Derivation of hypothesis in null form

4.1 Locale of the study

The present study was conducted in Swami

Keshwanand Rajasthan Agricultural University, Bikaner, which

was purposively selected due to the following reasons:-

1. SKRAU, Bikaner is the sole agricultural university in

Rajasthan which has maximum number of

agricultural colleges (3) as compared to another

agricultural university in Rajasthan i.e. Maharana

Pratap University of Agricultural and Technology

(MPUAT), Udaipur.

2. SKRAU, Bikaner is the only University which provides

admission to more number of agricultural students in

an academic session as compared to other

agricultural universities in Rajasthan.

4.2 Selection of sample

The sampling plan for the study was as follows:

4.2.1 Selection of Agricultural colleges:

Swami Keshwanand Rajasthan Agricultural University,

Bikaner has three constituent Colleges, i.e SKNCOA, Jobner,

COA, Bikaner and COA, Lalsot; out of which two agricultural

colleges namely SKNCOA, Jobner and COA, Bikaner were

selected purposively due to the reason that all the students of

these colleges have been provided internet facility at free of cost

for UG students in college library and for PG and Ph.D. students

in their concerned departments.

4.2.3 Selection of respondents :

From the two selected agricultural colleges separate

lists of male and female students from B.Sc. (Ag.) Hons,

M.Sc. (Ag.) Hons. and Ph.D. degree, registered in 2008-09

and using the internet were prepared with the help of records

of student sections, from this list a separate lists of internet

utilizing male and female agricultural students from different

degree courses i.e. B.Sc. (Ag.) Hons., M.Sc. (Ag.) Hons and

Ph.D. Degree were prepared from internet cell registers of the

respective colleges and 25 per cent male and female internet

utilizing students from each degree course i.e. B.Sc. (Ag.)

Hons, M.Sc. (Ag.) Hons. and Ph.D. degree, were selected by

using simple random sampling with proportionate allocation

method. Hence a total sample of 113 agricultural students (85

male agricultural students and 28 female agricultural students)

were selected from the study purpose.

In this way a total sample comprised of 113 students (85 male and 28 female

students) from B.Sc (Ag.) Hons., M.Sc. (Ag.) Hons. and Ph.D. degrees were selected

for study purpose. (Table 4.1)

4.3 Variables and their empirical measures

The variables under study were selected on the basis of extensive review of

literature related to the subject and consultation with experts and finally the variables

that are found to be most relevant to the present study are selected. The measurement

procedure of the variables used in the study are presented in the following sections :

4.3.1 Measurement of dependent variables

There were three dependent variables in the study. The measurement

procedure of these variables has been presented as under:

4.3.1.1 Measurement of internet utilization pattern of the agriculture students

4.3.1.2 Measurement of effect of internet utilization on over all performance of the


4.3.1.3 Measurement of the constraints faced in internet utilization by the agricultural

students.

4.3.1.1 Measurement of internet utilization pattern of the agriculture students

The Internet utilization pattern was operationally defined as the pattern of use

of internet in communication, incorporating ways, frequency, duration, places, purpose,

use of internet components and benefits derived from the internet usage in

combination.

To measure the level of Internet exposure of respondents different indicators of

Internet utilization pattern were identified on the basis of review of literature and

discussion with subject experts of the internet and department of extension education

of SKNCOA, Jobner. In this way total 19 indicators viz.; (1) Experience of internet use,

(2) Preference of place of access to Internet, (3) Expenditure incurred to use Internet,

(4) Frequency of Internet use, (5) Purpose of Internet use, (6) Possession of E-mail ID,

(7) Frequency of E-mail use, (8) Purpose of E-mail use, (9) Frequency of chatting to

make communication, (10) Extent of chatting, (11) Use of different search-engines, (12)

Rating the internet as sources of information, (13) Satisfaction with internet facility, (14)

Preference of internet on other media for getting information, (15) Browsing techniques

required for getting information from the internet, (16) Locating the desired information

on the Internet, (17) Activities during Internet use, (18) Preference of timing of access

to Internet and (19) Orientation to Internet source.

The scoring procedure of each of these indicators is explained as under was

identified.

4.3.1.1.1 Experience of internet use

The experience of Internet use of the respondents were measured in total

number of years of their association with Internet and its use. The respondents were

categorized in to three groups viz., from 1 year, from 1-2 years and from more than 3

years of use and scoring was done by assigning 1, 2 and 3 score, respectively

(Appendix-III).

4.3.1.1.2 Preference of place of access to internet

The preference of places of internet access by the respondents were

measured by a structured schedule developed by the investigator in light of the

suggestions of the experts and the responses of the respondents were collected on a

three point continuum namely Mostly, Some time and Never with a score of 2, 1 and 0,

respectively (Appendix-III).

4.3.1.1.3 Expenditure spent for internet use

The expenditure in rupees spent per month by the respondents for internet

use was measured by a structured schedule developed by the investigator by getting

experts opinion and the responses of the respondents were collected in five classes

namely Nil, Rupees 50-100, Rupees 101-200, Rupees 201-300 and Rupees 301-400

per month with a score of 0, 1, 2, 3 and 4 respectively (Appendix-III).

4.3.1.1.4 Frequency of internet use

Frequency of internet use of the respondents were measured by a structured

schedule developed by the investigator in light of the suggestions of the experts and

the responses of the respondents were collected on three point continuum namely

Upto 1 hours, 2 to 3 hours and above 3 hours with a score of 1, 2 and 3, respectively

(Appendix-III).

4.3.1.1.5 Purpose of internet use

The purpose of Internet use of the respondents were measured by a

structured schedule developed by the investigator in light of the suggestions of the

experts and the responses of the respondents were collected on three point continuum

namely Mostly, Some times and Never with a score of 2, 1 and 0, respectively

(Appendix-III).

4.3.1.1.6 Possession of E-mail ID

The respondents were asked to give information regarding possession of e-

mail ID and were measured by a structured schedule developed by the investigator in

light of the suggestions of the experts and the responses of the respondents were

collected in to four groups viz. No Mail ID, One mail ID, Two Mail ID and More than two

Mail ID and the scores of „0‟, „1‟, „2‟ and „3‟ were assigned respectively (Appendix-III).

4.3.1.1.7 Frequency of E-mail use

In this part of internet utilization pattern the frequency of e-mail use of the

internet utilization male and female students was measured i.e. for how much time and

with how much duration the respondents are using E-mail. These were measured by a



namely Upto 1 hour, 2 to 3 hours and above 3 hours with a score of 1, 2 and 3,


4.3.1.1.8 Purpose of E-mail use

The purpose of E-mail use of the respondents were measured by a structured

schedule developed by the investigator by getting experts opinion and the responses of

the respondents were collected in five classes namely Pleasure purpose, Personal

purpose, Academic purpose, Advertisement purpose and Others purpose and a score

of 1 was given to “Yes” response and zero score to “No” responses (Appendix-III).

4.3.1.1.9 Frequency of chatting to make communication

Chatting to make communication of the respondents were measured by a

structured schedule developed by the investigator by getting experts opinion and the

responses of the respondents were collected in yes and No categories and a of 1 was

given 1 to “Yes” response and zero score to “No” response respectively (Appendix-III).

4.3.1.1.10 Extent of Chatting

Frequency of chatting of the respondents were measured by a structured


the responses of the respondents were collected on three point continuum namely

Upto 1 hours, 2 to 3 hours and above 3 hours with a score of 1, 2 and 3, respectively

(Appendix-III).

4.3.1.1.11 Use of different search engines

Use of different search engines by the respondents were measured by a



namely Mostly, Some times and Never with a score of 2, 1 and 0, respectively

(Appendix-III).

4.3.1.1.12 Rating of internet as a source of information

The rating of internet as a source of information by the respondents were

measured by a structured schedule developed by the investigator by getting experts

opinion and the responses of the respondents were collected on four point continuum

viz., Unsatisfactory, Satisfactory, Good and Excellent and a scores of 1, 2, 3 and 4

were given, respectively (Appendix-III).

4.3.1.1.13 Satisfaction with internet facility

Satisfaction with internet facility by the respondents were measured by a


experts and the responses of the respondents were collected on four point continuum

viz., Not satisfied, Least satisfied, Partially satisfied and Fully satisfied and a scores of

1, 2, 3 and 4 were given, respectively (Appendix-III).

4.3.1.1.14 Preference of internet on other media for getting information

Preference of internet on other media for getting information by the

respondents were measured by a structured schedule developed by the investigator in

light of the suggestion of the experts and the responses of the respondents were

collected on four point continuum viz., Most preferred, Preferred, Less preferred, and

Not preferred with a scores of 3, 2, 1 and 0 respectively (Appendix-III).

4.3.1.1.15 Browsing techniques required for getting information from the internet

Browsing techniques required for getting information from the internet by the

respondents were measured by a structured schedule developed by the investigator in

light of the suggestions of the experts and the responses of the respondents were

collected on three point continuum namely Mostly, Some times and Never with a score

of 2, 1 and 0, respectively (Appendix-III).

4.3.1.1.16 Locating the desired information on the internet

The locating the desired information on the internet of the respondents were

measured by a structured schedule developed by the investigator by getting experts

opinion and the responses of the respondents were classified in to four groups viz.,

Never, Rarely, Sometime and Frequently and a scores of 0, 1, 2 and 3 were given,


4.3.1.1.17 Activities during Internet use

Activities during Internet use by the respondents were measured by a


responses of the respondents were collected in to two categories viz., Just watching

internet and Write useful information on separate pages with a score of 1 and 2


4.3.1.1.18 Preference of timing of access to internet

Preference of timing of access to internet by the respondents were measured

by a structured schedule developed by the investigator in light of the suggestions of the

experts and the responses of the respondents were collected in four categories namely

Morning, Noon, Evening and Night (Appendix-III).

4.3.1.1.19 Orientation of internet sources

Orientation of internet sources of the respondents were measured by a


responses of the respondents were collected in to four categories namely From my

classmates, On my own by surfing around the internet, Library staff guidance and

Others (Appendix-III).

4.3.1.1.20 Internet utilization level

To know internet utilization level of all the respondents, the score of all the

above mentioned nineteen indicators were worked out and summed up for each

respondent to find out the internet utilization pattern of each of the respondent. On the

basis of mean and standard deviation the respondents were categorised in to three

levels namely Low, Medium and High.

Low = (Mean – standard deviation)

Medium = (Mean – standard deviation) to (Mean + standard deviation)

High = (Above mean + standard deviation)

4.3.1.2 Measurement of effect of internet utilization on over all performance

of the agricultural students

Effect of internet utilization on over all performance of the agricultural students

a list of two indicators was developed namely Academic performance and Non

academic performance of the respondents were measured as the extent to which the

internet usage has influenced their academic and non academic activities in both the

positive and negative aspects. To study the effect of internet utilization on overall

performance of the respondents the following guides were developed and used on a

five point likert type scale. The scoring was done as follows: Strongly agree (5), Agree

(4), Neutral (3), Disagree (2) And strongly disagree (1).

4.3.1.2.1 Measurement of effect of internet utilization on academic performance

of the agricultural students

The academic performance of the respondents was measured by a

structured schedule developed by the investigator by getting experts opinion. The

schedule consists of a list of 10 indicators related to academic performance. The

academic performance score of a particular statement was worked out by totaling the

scores obtained by that particular statement by all the respondents. Then, the mean

percentage score of each statement was worked out and these were arranged in rank

order according to their severity (Appendix-IV).

4.3.1.2.2 Measurement of effect of internet utilization on non academic

performance of the agricultural students

The non academic performance of the respondents was measured by a

structured schedule developed by the investigator by getting experts opinion. The

schedule consist of a list of 6 indicators related to non academic performance. The non

academic performance score of a particular statement was worked out by totaling the

scores obtained by that particular statement by all the respondents. Then, the mean

percentage score of each statement was worked out and these were arranged in rank

order according to their severity ((Appendix-IV)).

4.3.1.3 Measurement of the constraints faced in internet utilization by the


The constraints faced by the respondents in Internet use offered by them to

effectively utilize the internet services are elicited through a structured interview –

schedule developed by investigators by gating experts opinion and the responses of

the respondents were divided in to five major categories i.e. Physical constraints,

Technical constraints, Economical constraints, Operational constraints and

Psychological constraints. The responses were tabulated based on frequency,

percentage, MPS, rank and rank correlation order were given (Appendix-V).

4.3.2 Measurement of independent variables

The measurement procedure of independent variables has been presented as

under:

4.3.2.1 Gender

Gender of the respondents was referred as the sex of the respondent as Male

or Female. The responses of the individuals were expressed in terms of frequency,

percentage and chi-square value (Appendix-II).

4.3.2.2 Age

The age of the respondents were measured by a structured schedule

developed by the investigator in light of the suggestion of the experts and the

responses of the respondents were collected in three categories namely 20 years, 20

to 25 years and above 25 years and a score of 1, 2 and 3, respectively (Appendix-II).

4.3.2.3 Marital status

The marital status of the respondents were measured by a structured

schedule developed by the investigator in light of the suggestion of the experts and the

responses of the respondents were collected in two categories namely unmarried and

married with a score of 1 and 2, respectively (Appendix-II).

4.3.2.4 Educational qualification

Educational qualification of the respondents were measured by a structured


the respondents were collected in to in to three group‟s viz., B.Sc. (Ag.) Hons, M.Sc.

(Ag.) Hons and Ph.D. degree with a score of 1, 2 and 3, respectively (Appendix-II).

4.3.2.5 Academic achievement

The academic achievement of the respondents were measured by a


responses of the respondents were collected in to four categories namely > 5.0 OGPA,

5.00 to 6.49 OGPA, 6.50 to 7.49 OGPA and above 7.5 OGPA with a score of 1, 2, 3

and 4, respectively (Appendix-II).

4.3.2.6 Education of father

The education of father of the respondents were measured by a structured


the responses of the respondents were collected in six categories namely Illiterate, Up

to primary, Up to secondary, Up to senior secondary, Above senior secondary and

below graduation and Graduation and above with a score of 0, 1, 2, 3, 4 and 5,

respectively (Appendix-II).

4.3.2.7 Education of mother

The education of mother of the respondents were measured by a structured


the responses of the respondents were collected in six categories namely Illiterate, Up

to primary, Up to secondary, Up to senior secondary, Above senior secondary and

below graduation and Graduation and above with a score of 0, 1, 2, 3, 4 and 5,


4.3.2.8 Occupation of father

The occupation of father of the respondents were measured by a structured


the respondents were collected in to three categories namely Service, Business and

Agriculture with a score of 1 for “Yes” response and 0 for “No” response were given

(Appendix-II).

4.3.2.9 Native place

The native place of the respondents were measured by a structured


the responses of the respondents were collected in two categories namely Rural and

Urban with a score of 1 and 2, respectively (Appendix-II).

4.3.2.10 Type of family

The type of family of the respondents were measured by a structured


the respondents were collected in to two categories namely Nuclear family and Joint

family with a score of 1 and 2, respectively (Appendix-II).

4.3.2.11 Size of family

The size of family of the respondents were measured by a structured


the responses of the respondents were collected in two categories namely Small family

and Big family with a score of 1 and 2, respectively (Appendix-II).

4.3.2.12 Family income

The family income of the respondents were measured by a structured


the respondents were collected in to three categories namely Rupees upto to 10000

per month, Rupees 10000 to 25000 per month and more than 25000 Rupees per

month with a score of 1, 2 and 3, respectively (Appendix-II).

4.3.2.13 Medium of instruction

The medium of instruction during school days of the respondents were


suggestion of the experts and the responses of the respondents were collected into

three categories namely Hindi medium of instruction, English medium of instruction and

Others medium of instruction language with a score of 1, 2 and 3, respectively

(Appendix-II).

4.3.2.14 Exposure to extra curricular activities

The participating in exposure to extra curricular activities of the

respondents were measured by a structured schedule developed by the investigator by

getting experts opinion and the responses of the respondents were collected in to eight

categories namely Literary, Cultural, Games and sport, Debate/ lecturing etc. Arts,

NCC, NSS and Other social activities and a score of 1 for “Yes” response and 0 for

“No” response were given (Appendix-II).

4.3.2.15 Training being extended by the college library as how to use internet

The training being extended by the college library as how to use internet of

the respondents were measured by a structured schedule developed by the

investigator in light of the suggestions of the experts and the responses of the

respondents were collected in two categories with a score of 1 for “Yes” response and

0 for “No” response were given (Appendix-II).

4.3.2.16 Study of any course to know the use of internet

The study of any course to know the use of internet of the respondents were


suggestion of the experts and the responses of the respondents were collected in two

categories with a score of 1 for “Yes” response and 0 for “No” response were given

(Appendix-II).

4.3.2.17 Type of course studied

The type of course studied by the respondents were measured by a


experts and the responses of the respondents were collected in five categories namely

basic + tally course of computer, DCA course of computer, C++ course of computer, O

level course of computer and No course of computer studied (Appendix-II).

4.3.2.18 Expertise in navigating the web

The expertise in navigating the web of the respondents were measured by a


responses of the respondents were collected in to three categories namely Beginner,

Intermediate and Advance with a score of 1, 2 and 3, respectively (Appendix-II).

4.3.2.19 Place of living at the time of education

The place of living at the time of education of the respondents were


suggestions of the experts and the responses of the respondents were collected in two

categories namely Non hosteller and Hosteller with a score of 1 and 2, respectively

(Appendix-II).

4.3.2.20 Wish to migrate abroad

The wish to migrate abroad of the respondents were measured by a


responses of the respondents were collected in to three categories namely No wish to

go abroad, Wish to go abroad for study and Wish to go abroad for settling with a score

of 1, 2 and 3, respectively (Appendix-II).

4.3.2.21 Wish to get higher academic degree

The wish to get higher academic degree of the respondents were measured

by a structured schedule developed by the investigator in light of the suggestions of the

experts and the responses of the respondents were collected in two categories namely

Willing to have next degree and Not willing to have next degree with a score of 1 and

0, respectively (Appendix-II).

4.3.2.22 Frequency of library use

The frequency of library use of the respondents were measured by a


experts and the responses of the respondents were collected in three point continuum

namely Upto 1 hours, 2 to 3 hours and above 3 hours with a score of 1, 2 and 3,


4.3.2.23 Wish to serve in different areas

The wish to serve in different areas of the respondents were measured by a


responses of the respondents were collected in to ten categories namely Banking,

Management, Government agricultural sector, Private agricultural sector, Own

business, Military service, Administrative services, Railway services, Marketing and

NGO with a score of 1 for “yes” response and 0 for “No‟ response were given

(Appendix-II).

4.4 Tools and techniques of data collection

The data were collected with the help of an interview schedule. The interview

schedule was prepared in consultation with the available literatures, experts in the field

of extension and information technology and keeping in view the objectives of the study

the schedule was prepared in a simple language. The interview schedule consists of

four parts. The first part of the schedule consisted of questions pertaining to personal

and family characteristics of the agricultural students, while the second part was used

for measuring internet utilization pattern of the respondents. The third part pertains to

effect of internet utilization on overall performance of the respondents and fourth part

consists of constraints faced in effective use of internet services being provided to

respondents. The data were collected with the help of the interview –schedule. Data

collection was done by personally interviewing the respondents with the help of

interview-schedule.

4.5 Statistical measures used for analysis of data

After collecting the data from 113 respondents (85 Male agricultural students

and 28 female agricultural students) they were transferred to the work tables and tally

sheets were prepared. They were processed, classified, analized and subjected to

statistical analysis. The cross tables were prepared and the data were interpreted in

the light of the objectives of the study.

Statistical measured used

To analyze the collected information‟s several statistical tools and methods

were used. The following statistical methods were used for interpreting the data and

testing the hypotheses.

4.5.1 Percentage and frequency: Simple comparison was made on the basis of

percentage and frequency

4.5.2 Arithmetic mean : It was used to find out the mean (average) value of the

dependent and independent variables

4.5.3 Mean score (MS) : MS was obtained by total scores of each statement divided

by total number of respondents.

Total score of a practice Mean Score = Total No. of respondents

4.5.4 Mean percent score (MPS) : MPS was obtained by multiplying total obtained

score of the respondents by hundred and dividing by the maximum obtainable

score under each practices.

Total score obtained by the respondents MPS = x 100

Maximum obtainable score

4.5.5 Rank : Rank were awarded in the descending order according to the

frequencies / MPS.

4.5.6 Standard deviation (SD) : It measures the absolute dispersion of variability of distribution. Here mean and SD were used in categorization of respondents in different categories.

Standard deviation (σ) was calculated by the following formula

xi.2 xi

2

S.D. = - N N

Where,

xi2 = Sum of squares of the variables

xi = Sum of values of the variables

N = Number of respondents

4.5.7 Spearman’s rank correlation (rs)

This test was used to determine the relationship between the ranks assigned

by the two categories of respondents.

6 Σdi2

rs = 1 - ------------ n (n

2-1)

Where,

Di = difference of ranks of the big and small fenugreek growers, small and

marginal fenugreek growers and big and marginal fenugreek growers

N = Number of items/ observations

For repeated values of an item the formula of rs was used as given under:

[6 (Σdi2) + 1 (t

3-t) + 1 (t

3-t)]

12 12 rs = 1- --------------------------------------- n (n

2-1)

Where,

T = Number of items, an item values was repeated, thus if measurement „X‟ is

repeated two items then the value of „t‟ will be 2, if repeated three items then

the value of „t‟ will be 3.

The significance of Spearman‟s rank correlation coefficient was tested by calculating the t-test as follows by using following formula:

r n - 2 t =

(1 - r2)

The value of „r‟ always lies between -1 to +1. The positive value of „r‟ indicate a

tendency of „x‟ and „y‟ to increase together. Where „r‟ is negative, large value of „x‟ are

associated with small value of „y‟. For test of significance „r‟ tabulated is located at (n-2)

degree of freedom.

4.5.8 Correlation coefficient : The correlation coefficient („r‟ value) was used to

measure the reliability of the scale for measuring the information seeking behaviour .

The correlation coefficient between two groups was calculated by using the following

formula.

xiyi - (xi) (yi)/N

r = xi

2 - (xi

2)/N yi

2 - (yi)

2/N

Where,

r = Correlation coefficient

N = Number of paired observations

xi = Value of x variable for ith pair

yi = Value of y variable for ith pair

The significance of correlation coefficient was tested by „t‟ value, which was

measured by using following formula:

r N - 2 t = 1 - r

2

d.f. = N – 2

The value of „r‟ always lies between -1 to +1. The positive value of „r‟ indicate a

tendency of „x‟ and „y‟ to increase together. Where „r‟ is negative, large value of „x‟ are

associated with small value of „y‟. For test of significance „r‟ tabulated is located at (n-2)

degree of freedom.

4.5.9 Chi-square test

To study the association of two attributes the X2 test was used as the following

formula:

m n

x

2 =

Σ Σ (Oij – Eij)2

j = 1

i = 1 Eij

d.f. = (m-1) (n-1)

Where

Oij = Observed frequency of (i.j)th cell

Eij = Expected frequency of (i.j)th cell

4.5.10 Contingency of coefficient

To find out the high and low association between independent and dependent

(Internet utilization pattern) variables, following formula was used:

C – root X2\ X2 plus n

Where,

C Contingency coefficient

X2 Chi-square value

N Sample size

4.5.11 Coefficient of variance

cv = σ / μ,

Where:

4.6.1 Derivation of hypotheses in null form

Considering the importance of the factors selected to be studied with reference

to the objectives of the present study, the hypotheses for this study were framed in null

form as follows:

H01 There is no significant agreement between the internet utilizing male and

female agricultural students with reference to their Gender, Age, Marital status,

Educational qualification, Academic achievement, Education of father,

Education of mother, Occupation of father, Native place, Type of family, Size of

family, Family income, Medium of instruction, Exposure to extra – curricular

activities, Training being extended by the college library as to how to use

Internet, Studied of any course to know use of Internet, Type of course

studied, Expertise in navigating the web, Place of living at the time of

education, Wish to migrate abroad, Wish to get higher academic degree,

Frequency of library use and Wish to serve in different areas.

H02.1 There is no significant agreement between the internet utilizing male and

female agricultural students with the reference of their Experience of internet

use, Preference of place of access to Internet, Expenditure incurred to use

Internet, Frequency of Internet use, Purpose of Internet use, Possession of E-

mail ID, Frequency of E-mail use, Purpose of E-mail use, use of chatting to

make communication, Frequency of chatting, Use of different search-engines,

Rating the internet as sources of information, Satisfaction with internet facility,

Preference of internet on other media for getting information, Browsing

techniques required for getting information from the internet, Locating the

desired information on the Internet, Activities during Internet use, Preference of

timing of access to Internet and Orientation to Internet source.

H02.2 There is no significant agreement between internet utilizing male and female

agricultural students with reference to their internet utilization level.

H03.1 There is no significant effect of internet utilization on the over all performance

of the male and female agricultural students with reference to their academic

performance.

H03.2 There is no significant effect of internet utilization on the over all performance

of the male and female agricultural students with reference to their non

academic performance.

H04.1 There is no significant association between the internet utilization of male and

female agricultural students and their age.


female agricultural students and their Marital status.


female agricultural students and their educational qualification.


female agricultural students and their academic achievement.


female agricultural students and their education of father.


female agricultural students and their education of mother.


female agricultural students and their occupation of father.


female agricultural students and their native place.


female agricultural students and their type of family.


female agricultural students and their size of family.


female agricultural students and their family income.


female agricultural students and their medium of instruction.


female agricultural students and their training being extended by the college

library as to how to use Internet.


female agricultural students and their studied of any course to know the use of

Internet.


female agricultural students and their type of course studied.


female agricultural students and their expertise in navigating the web.


female agricultural students and their place of living at the time of education.


female agricultural students and their wish to migrate abroad.


female agricultural students and wish to get higher academic degree.

H05.1 There is no significant agreement in perceiving the physical constraints faced

by the internet utilizing male and female agricultural students.

H05.2 There is no significant agreement in perceiving the technical constraints faced

by the internet utilizing male and female agricultural students.

H05.3 There is no significant agreement in perceiving the economical constraints

faced by the internet utilizing male and female agricultural students.

H05.4 There is no significant agreement in perceiving the operational constraints


H05.5 There is no significant agreement in perceiving the psychological constraints


Table 4.1 Locale of study and selection of sample

Registered students in 2008-09 Internet users Selected internet users

S.No. College Degree

in which

studying

Male

students

Female

students

Total Male

students

Female

students

Total Male

students

Female

students

Total

1 S.K.N.

College of

Agriculture,

Jobner

B.Sc. 213 81 297 132 48 180 33 12 45

M.Sc. 60 18 78 52 16 68 13 4 17

Ph.D. 27 8 35 24 6 30 6 2 8

Total 300 107 407 208 70 278 52 18 70

2 COA,

Bikaner

B.Sc. 100 41 141 56 20 76 14 5 19

M.Sc. 66 11 77 56 12 68 14 3 17

Ph.D. 35 10 45 20 7 27 5 2 7

Total 201 62 263 132 39 171 33 10 43

Grand Total 501 169 670 340 109 449 85 28 113

5 RESULT AND DISCUSSION

This chapter deals with findings of the present study that have been derived

subjecting data to statistical analysis and their interpretation. The results and their

interpretation have been presented under following heads :

5.1 Personal and family characteristics of the Agricultural Students

5.2 Internet utilization pattern of Agricultural Students

5.3 Effect of internet utilization on overall performance of Agricultural students

5.4 Factors associated with the internet utilization of agricultural students.

5.5 Constraints faced in Internet utilization by Agricultural Students

5.1 Personal and family characteristics of the Agricultural

Students

The internet utilizing male and female agricultural students personal

characteristics like Gender, Age, Marital status, Educational qualification, Academic

achievement, Education of father, Education of mother, Occupation of father, Native place,

Type of family, Size of family, Family income, Medium of instruction, Exposure to extra –

curricular activities, Training being extended by the college library as to how to use

Internet, Study of any course to know the use of Internet, Type of course studied,

Expertise in navigating the web, Place of living at the time of education, Wish to migrate

abroad, Wish to get higher academic degree, Frequency of library use and wish to serve in

different areas included. The data regarding the aspects has been presented in following

heads:

5.1.1 Gender

It is evident from the table 5.1.1 that majority (75.22%) of the respondents were

male, and the female comprised of only 24.78 per cent of the total respondents (Fig.

5.1.1).

Table 5.1.1: Distribution of internet utilizing agricultural students according to their

gender

N= 113

S. No. Category Respondents F. %

1 Male 85 75.22

2 Female 28 24.78

Total 113 100.00

F= Frequency

5.1.2 Age

A perusal of table 5.1.2 indicate that majority of the internet utilizing male

agricultural students (50.58 per cent) and female agricultural students (35.71 per cent)

were aged between 21 – 25 years.

Table 5.1.2 Distribution of internet utilizing male and female agricultural students

according to their age

N= 113

S. No.

Category Male Students (N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 Upto 20 years 19 22.36 9 32.15

2 21 to 25 years 43 50.58 10 35.71 2.00 NS

3 Above 25 years 23 27.06 9 32.14

Total 85 100.00 28 100.00

X2 –tab value at 5 per cent level of significance = 5.991 d.f. = 2

NS = Non significant F= Frequency

In case of male agricultural students 27.06 per cent were aged above 25 years

and only 22.36 per cent were aged upto 20 years. While in female agricultural students

32.15 per cent were aged up to 20 years and 32.14 per cent were aged above 25 years

(Fig. 5.1.2).

The calculated value of chi-square (2.00) is less than their tabulated value of chi-

square (5.991) at 5 per cent level of significance. Thus the null hypothesis is accepted and

alternative hypothesis is rejected which meant that there is no significant agreement

between male and female agricultural students with respect to their age.

5.1.3 Marital status

Table 5.1.3 indicated that majority of the internet utilizing male agricultural

students (56.47 per cent) were unmarried while 43.53 percent of the respondents were

married. In case of female agricultural students 57.14 were found married and 42.86 were

unmarried (Fig. 5.1.3).

Table : 5.1.3: Distribution of internet utilizing male and female agricultural students according to their marital status N = 113

S. No.


Female Students (N=28)

Calculated value

F. % F. % X2

1 Unmarried 48 56.47 12 42.86 1.57 NS

2 Married 37 43.53 16 57.14

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their marital status.

5.1.4 Educational qualification

A perusal of table 5.1.4 revealed that majority of the internet utilizing male


were studying in B. Sc. Degree programme. In case of male agricultural students 31.77

per cent were studying in M. Sc. Degree programme and 12.94 per cent were studying in

Ph.D. Degree programme. While in case of female agricultural students 25.00 per cent

were studying in M. Sc. Degree programme and 14.29 per cent were studying in Ph.D.

Degree programme (Fig. 5.1.4).

Table 5.1.4a Distribution of internet utilizing male and female agricultural students

according to their educational qualification

N = 113

S. No.

Category Male Students (N=85) Female Students (N=28)

Calculated value

F. % F. % X2

1 B.Sc. 47 55.29 17 60.71

2 M.Sc. 27 31.77 7 25.00 0.46 NS

3 Ph.D. 11 12.94 4 14.29

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their educational

qualification.

However while seeing the educational qualification wise distribution of all

agricultural students as evident in table 5.1.4b it can be found that out of the total

registered male agriculture students 68.86 per cent were utilizing the internet, whereas out

of total registered female students 63.37 per cent were utilizing internet.

Table : 5.1.4b Educational qualification wise distribution of all agricultural

students SKRAU, Bikaner according to their internet

utilization

S.

No.

Category Male students Female students

Total

registered

No of

internet

utilization

% Total

registered

No of

internet

utilization

%

1 B.Sc. 313 188 60.06 122 68 55.73

2 M.Sc. 126 108 85.71 32 28 87.50

3 Ph.D. 62 44 70.96 18 13 72.22

Total 501 340 68.86 172 109 63.37

From the table it can also be concluded that among all the male agricultural

students registered in M.Sc. (Ag.) 85.71 per cent and among all the female agricultural

students 87.50 per cent were utilizing internet whereas in the total registered students in

Ph.D. 70.96 per cent male and 72.22 per cent female agricultural students were utilizing

internet, however among the students registered B.Sc. (Ag.) 60.06 per cent male and

55.73 per cent female agricultural students were utilizing internet.

Hence it can be inferred that both the male and female agricultural students

registered in M.Sc. (Ag.) had maximum utilization of internet whereas in the male and

female students registered in B.Sc. (Ag.) the internet utilization was found low as

compared to M.Sc. (Ag.) and Ph.D. students.

5.1.5 Academic achievement

A perusal of table 5.1.5 depicted that majority of the internet utilizing male

agricultural students (61.18 per cent) and female agricultural students (42.85 per cent) had

obtained OGPA in last semester in category 5.01 – 6.49 OGPA. In case of male

agricultural students 20.00 per cent had obtained OGPA in last semester in category 7.5

and above OGPA and 10.58 per cent had obtained OGPA in last semester in category

6.50 – 7.49 OGPA and only 8.24 per cent had obtained in category less than 5.00 OGPA;

While in case of female agricultural students 28.57 per cent had obtained OGPA in last

semester in category 7.50 and above OGPA, 17.86 per cent had obtained OGPA in last

semester in category 6.50 – 7.49 OGPA and only 10.71 per cent had obtained in category

less than 5.00 OGPA in last semester (Fig. 5.1.5).

Table : 5.1.5: Distribution of internet utilizing male and female agricultural students according to their academic achievement (OGPA obtained during last semester) N = 113

S. No.


Female Students

(N=28)

Calculated value

F. % F. % X2

1 Less than 5.0 OGPA 24 28.24 11 39.29

2 5.01 to 6.49 OGPA 52 61.18 12 42.85 2.98 NS

3 6.50 to 7.49 OGPA 9 10.58 5 17.86

4 7.50 and above OGPA 0 0.00 0 0.00

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their academic

achievement.

5.1.6 Education of father

The table 5.1.6 indicated that fathers of majority of the internet utilizing male

agricultural students (47.06 per cent) and female agricultural students (46.43 per cent) had

above senior secondary and below graduation level of education. In case of fathers of

male agricultural students 22.35 per cent had graduation and above level of education,

10.58 per cent had upto secondary level, 8.24 per cent had illiterate level, 8.24 per cent

had upto senior secondary and 3.53 per cent had upto primary level of education; whereas

in case of father of female agricultural students 21.43 per cent had graduation and above

level of education, 14.29 per cent had upto senior secondary level, 10.71 per cent had

upto secondary, 7.14 per cent had illiterate and none of the father of the respondents had

upto primary level of education (Fig. 5.1.6).

Table : 5.1.6: Distribution of internet utilizing male and female agricultural students

according to their fathers education

N = 113

S. No.

Category Male Students

(N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 Illiterate 7 8.24 2 7.14

2 Up to primary 3 3.53 0 0.00

3 Up to secondary 9 10.58 3 10.71

4 Up to Senior secondary 7 8.24 4 14.29 1.82 NS

5 Above senior secondary and

below graduation

40 47.06 13 46.43

6 Graduation and above 19 22.35 6 21.43

Total 85 100.00 28 100.00 X

2 –tab value at 5 per cent level of significance = 11.070 d.f. = 5



square (11.070) at 5 per cent level of significance. Thus the null hypothesis is accepted

and alternative hypothesis is rejected which meant that there is no significant agreement

between male and female agricultural students with respect to their education of father.

5.1.7 Education of mother

A perusal of table 5.1.7 depicted that mothers of majority of the internet utilizing

male agricultural students (40.00 per cent) and female agricultural students (25.00 per

cent) had above senior secondary and below graduation level of education.


according to their mothers education

N = 113

S. No.


Female Students

(N=28)

Calculated value

F. % F. % X2

1 Illiterate 11 12.94 6 21.43

2 Up to primary 11 12.94 3 10.71 3.04NS

3 Up to secondary 8 9.41 4 14.29

4 Up to Senior

secondary 7 8.24 3 10.71

5 Above senior

secondary and below

graduation 34 40.00 7 25.00

6 Graduation and above 14 16.47 5 17.86

Total 85 100.00 28 100.00



In case of mother of male agricultural students 16.47 per cent had graduation and

above level of education, 12.94 per cent had illiterate, 12.94 per cent had upto primary

level, 9.41 per cent had upto secondary level and 8.24 per cent had upto senior secondary

level of education; while in case of mother of female agricultural students 21.43 per cent

had illiterate, 17.86 per cent had graduation and above level of education, 14.29 per cent

had upto secondary level and 10.71per cent had upto senior secondary level and 10.71

per cent had upto primary level of education (Fig. 5.1.7).




between male and female agricultural students with respect to their education of mother.

5.1.8 Occupation of father


according to their fathers occupation

N = 113

S. No.


Female Students

(N=28)

Total Calculated value

F. % F. % F % X2

1 Service 18 21.18 5 17.86 23 20.35

2 Business 12 14.12 6 21.43 18 15.93 0.87 NS

3 Agriculture 55 64.70 17 60.71 72 63.72

Total 85 100.00 28 100.00 113 100.00



The data incorporated in table 5.1.8 depicted that fathers of majority of the internet

utilizing male agricultural students (64.70 per cent) and female agricultural students (60.

71 per cent) were having agricultural occupation. In case of father of male agricultural

students 21.18 per cent were having occupation of service and 14.12 per cent were having

occupation of business; whereas In case of father of female agricultural students 21.43 per

cent were having occupation of business and 17.66 per cent were having occupation of

service (Fig. 5.1.8).




between male and female agricultural students with respect to their father‟s occupation.

5.1.9 Native place

Table 5.1.9 depicted that majority of the internet utilizing male agricultural students

(69.41 per cent) and female agricultural students (60.71 per cent) were from rural back

ground.

Table 5.1.9: Distribution of internet utilizing male and female agricultural students according to their native place

N = 113 S.

No. Category Male Students

(N=85) Female Students

(N=28) Calculated

value

F. % F. % X2

1 Rural 59 69.41 17 60.71

2 Urban 26 30.59 11 39.29 0.72 NS

Total 85 100.00 28 100.00



In case of male agricultural students 30.59 percent were from urban background;

while In case of female agricultural students 39.29 percent were from urban background

(Fig. 5.1.9). The calculated value of chi-square (0.72) is less than their tabulated value of

chi-square (3.841) at 5 per cent level of significance. Thus the null hypothesis is accepted


between male and female agricultural students with respect to their native place.

5.1.10 Type of family



were belonged to joint family. Following 35.29 per cent male agricultural students and

28.57 per cent female agricultural students were belonged to nuclear family (Fig. 5.1.10).

Table 5.1.10: Distribution of internet utilizing male and female agricultural students according to their type of family N = 113

S.


(N=85) Female

Students (N=28)

Calculated value

F. % F. % X2

1 Nuclear family 30 35.29 8 28.57 0.43 NS

2 Joint family 55 64.71 20 71.43

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their type of family.

5.1.11 Size of family

The table 5.1.11 indicated that majority of the internet utilizing male agricultural

students (58.82 per cent) and female agricultural students (53.57 per cent) were belonged

to big family. Following 41.18 per cent male agricultural students and 46.43 per cent

female agricultural students were belonged to small family (Fig. 5.1.11).

Table : 5.1.11: Distribution of internet utilizing male and female agricultural students according to their size of family N = 113

S. No.



Calculated value

F. % F. % X2

1 Small family (up to

five members) 35 41.18 13 46.43

2 Big family (above five

members) 50 58.82 15 53.57 0.69 NS

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their size of family.

5.1.12 Family income

The table 5.1.12 shows that majority of the internet utilizing male agricultural

students‟ (44.71 per cent) had family income, ranged between Rupees 10001 to 25000 per

month; whereas majority of the female agricultural students‟ (35.72 per cent) had family

income, upto Rupees 10000 per month. About 36.47 per cent male agricultural students‟

had family income upto Rupees 10000 and 18.82 per cent had family income more than

25000 Rupees per month while; in case of the female agricultural students‟ 32.14 per cent

students‟ had family income, ranged between Rupees 10000 to 25000 per month and

32.14 per cent students‟ family income more than 25000 rupees per month (Fig. 5.1.12).

Table 5.1.12: Distribution of internet utilizing male and female agricultural students according to their family income (Rs. per month) N= 113

S.


(N=85) Female

Students (N=28)

Calculated value

F. % F. % X2

1 Up to 10000 31 36.47 10 35.72

2 10001 to 25000 38 44.71 9 32.14 2.49 NS

3 Above 25000 16 18.82 9 32.14

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their family income.

5.1.13 Medium of instructions

Table 5.1.13 depicted that majority of the internet utilizing male agricultural

students (81.18 per cent) and female agricultural students (75.00 per cent) had hindi

medium of instructions, followed by 18.82 per cent of male agricultural students and 25.00

percent female agricultural students had English medium of instructions (Fig. 5.1.13).

Table : 5.1.13: Distribution of internet utilizing male and female agricultural students according to their medium of instruction during school days N= 113

S.

No. Category Male

Students (N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 Hindi 69 81.18 21 75.00

2 English 16 18.82 7 25.00 0.49 NS

3 Other 0 0.00 0 0.00

Total 85 100.00 28 100.00 X






between male and female agricultural students with respect to their medium of

instructions.

5.1.14 Exposure to extra-curricular activities

The table 5.1.14 shows that majority of the male internet utilizing agricultural

students (60.00 per cent) participated in debate / lecturing activities while; majority of

female agricultural students (67.86 per cent) participated in cultural activities. In case of

male agricultural students 57.65 percent participated in games and sports, 54.12 per cent

participated in NSS, 49.41 per cent participated in literary activities, 31.76 percent

participated in cultural activities, 25.88 per cent participated in NCC, 20.00 per cent

participated in other social activities and 17.65 per cent participated in arts activities.

While, In case of female agricultural students 60.71 percent participated in arts, 57.14 per

cent participated in debate / lecturing, 50.00 per cent participated in literary activities,

42.86 per cent participated in NSS, 39.29 per cent participated in games and sports

activities, 32.14 per cent participated in NCC and 25.00 per cent participated in other

social activities (Fig. 5.1.14).

Table : 5.1.14: Distribution of internet utilizing male and female agricultural students according to their exposure to extra – curricular activities N = 113

S.


(N=85) Female

Students (N=28)

Calculated value

F. % F. % X2

1 Literary 42 49.41 14 50.00

2 Cultural 27 31.76 19 67.86 19.20*

3 Games & Sports 49 57.65 11 39.29

4 Debate / lecturing etc. 51 60.00 16 57.14

5 Arts 15 17.65 17 60.71

6 NCC 22 25.88 9 32.14

7 NSS 46 54.12 12 42.86

8 Other social activities 17 20.00 7 25.00


* significant at 5 per cent level of significance F= Frequency


square (12.592) at 5 per cent level of significance. Thus the null hypothesis is rejected and

alternative hypothesis is accepted which meant that there is significant agreement

between male and female agricultural students with respect to their exposure to extra

curricular activities.

5.1.15 Training being extended by college library

The table 5.1.15 revealed that majority of the internet utilizing male agricultural

students (82.35 per cent) and female agricultural students (78.57 per cent) did not get any

training as how to use internet, followed by 17.65 per cent male agricultural students and

21.43 per cent female agricultural students received training as how to use internet (Fig.

5.1.15).

Table 5.1.15: Distribution of internet utilizing male and female

agricultural students according to their training being

extended by the college library as to how to use

Internet (N= 113)

S. No. Category Male Students (N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 Trained by college

library

15 17.65 6 21.43

2 Not trained by college

library

70 82.35 22 78.57 0.20 NS

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their training being

extended by college library.

5.1.16 Study of computer course to know use of internet

The data presented in table 5.1.16 indicated that majority of the male agricultural

internet utilizing students (54.12 per cent) did not study of any course to know the use of

internet and 45.88 per cent students studied course to know the use of internet, while;

majority of female agricultural students (53.57 per cent) studied course to know the use of

internet and 46.43 per cent students did not study of any course to know the use of

internet (Fig. 5.1.16).

Table 5.1.16: Distribution of internet utilizing male and female agricultural students

according to their study of any computer course, to know the use of

Internet

N= 113

S. No.



Calculated value

F. % F. % X2

1 Studied computer course

39 45.88 15 53.57

2 Not studied computer course

46 54.12 13 46.43 0.49 NS

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their study of course to

know use of internet.

5.1.17 Type of course studied


agricultural students (54.12 per cent) and female agricultural students (46.43 per cent) did

not study of any type of computer course. In case of male agricultural students 22.35 per

cent studied basic Basic + Tally course, 10.58 per cent studied DCA course, 8.24 per cent

studied O level course and 4.71 per cent studied C ++ computer course, whereas in case

of female agricultural students 24.78 per cent studied basic Basic + Tally course, 10.62

per cent studied DCA course, 7.97 per cent studied O level course and 4.42 per cent

studied C ++ computer course (Fig. 5.1.17).

Table 5.1.17: Distribution of internet utilizing male and female agricultural students

according to their type of course studied

N

= 113

S. No.


Female Students

(N=28)

Grand Total (N =113)

F. % F. % F. % 1 Basic + Tally 19 22.35 9 32.15 28 24.78

2 DCA 9 10.58 3 10.71 12 10.62

3 C ++ 4 4.71 1 3.57 5 4.42

4 O level 7 8.24 2 7.14 9 7.97

5 No course 46 54.12 13 46.43 59 52.21

Total 85 100.00 28 100.00 113 100.00

Calculated X2 = 1.15NS






between male and female agricultural students with respect to their type of course studied.

5.1.18 Expertise in navigating the web


students (56.47 per cent) and female agricultural students (46.43 per cent) perceived

themselves as intermediate in navigating the web. In case of male agricultural students

25.88 perceived themselves as advance and 17.65 per cent perceived themselves as

beginner, while; in case of female agricultural students 32.14 per cent perceived

themselves as advance and 21.43 per cent perceived themselves as beginner in

navigating the web (Fig. 5.1.18).

Table 5.1.18 Distribution of internet utilizing male and female agricultural students according to their expertise in navigating the web

N = 113 S.



(N=28) Calculated

value

F. % F. % X2

1 Beginner 15 17.65 6 21.43

2 Intermediate 48 56.47 13 46.43 0.86 NS

3 Advanced 22 25.88 9 32.14

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their expertise in navigating

the web.

5.1.19 Place of living at the time of education

Table 5.1.19 Distribution of internet utilizing male and female agricultural students

according to their place of living at the time of education

N = 113

S. No.


Female Students

(N=28)

Calculated value

F. % F. % X2

1 Non hosteller 10 11.76 5 17.86

2 Hosteller 75 88.24 23 82.14 0.68 NS

Total 85 100.00 28 100.00 X



The data incorporated in table 5.1.19 depicted that majority of the internet utilizing

male agricultural students (88.24 per cent) and female agricultural students (82.14 per

cent) belonged to hosteller category, followed by 11.76 per cent male agricultural students

and 17.86 per cent female agricultural students belonged to non hosteller category (Fig.

5.1.19).




between male and female agricultural students with respect to their place of living at the

time of education.

5.1.20 Wish to migrate abroad

Table 5.1.20 : Distribution of internet utilizing male and female agricultural students

according to their wish to migrate abroad

N = 113

S. No.


(N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 No wish to go abroad 22 25.88 13 46.43

2 Wish to go abroad for study 10 11.77 10 35.71 17.80 *

3 Wish to go abroad for settling 53 62.35 5 17.86

Total 85 100.00 28 100.00 X


* significant at 5 per cent level of significance ```F= Frequency

The data presented in table 5.1.20 indicated that majority of the male agricultural

internet utilizing students (62.35 per cent) had desire to go abroad for settling whereas

majority of the female agricultural students (46.43 per cent) had no desire to go abroad. In

case of male agricultural students 25.88 per cent had no desire to go abroad and 11.77

per cent had desire to go for study purpose, while in case of female agricultural students

35.71per cent had desire to go abroad for study and 17.86 per cent had desire to go

abroad for settling (Fig. 5.1.20).




between male and female agricultural students with respect to their wish to migrate

abroad.

5.1.21 Wish to get higher academic degree

Table 5.1.21 Distribution of internet utilizing male and female agricultural students according to their wish to get higher academic degree N = 113

S.

No. Category Male

Students (N=85)

Female Students

(N=28)

Calculated value

F. % F. % X2

1 Willing to have next

degree 61 71.76 18 64.29

2 Not willing to have next

degree

24 28.24 10 35.71 0.56 NS

Total 85 100.00 28 100.00




students (71.76 per cent) and female agricultural students (64.29 per cent) had wish to

have their next higher academic degree, followed by 28.24 per cent male agricultural

students and 35.71 per cent female agricultural students had no wish to have their next

higher academic degree (Fig. 5.1.21).




between male and female agricultural students with respect to their wish to get higher

academic degree.

5.1.22 Frequency of library use

The table 5.1.22 depicted that majority of the internet utilizing male agriculture

students (68.24%) and female agricultural students (60.72%) were utilized library every

day. In case of male agricultural students 23.53 percent students utilized library twice in

week, 5.88 percent students utilized library once in a week and 2.35 per cent students

utilized library once in month, while; in case of female agricultural students 25.00 per cent

students utilized library twice in week, 10.71 percent students utilized library once in a

week and 3.57 per cent students utilized library once in month (Fig. 5.1.22).




between male and female agricultural students with respect to their frequency of library

use.

5.1.23 Wish to serve in different areas

The data presented in table 5.1.23 indicated that majority of the male internet

utilizing agricultural students (61.18 per cent) had wish to serve in banking, whereas;

majority of the female agricultural students (67.86 per cent) had wish to serve in

government agricultural sector. In case of male agricultural students 49.41 per cent had

wish to serve in government agricultural sector, 44.71 per cent had wish to serve in

management sector, 34.12 per cent had wish to serve in own business, 30.59 percent

students had wish to serve in administrative service, 21.18 per cent students had wish to

serve in private agricultural sector, 18.82 per cent students had wish to serve in

military,18.82 per cent students had wish to serve in marketing and 14.12 per cent had

wish to serve in railway service, while; in case of female agricultural students 64.29 per

cent had wish to serve in banking sector, 53.57 per cent had wish to serve in management

sector, 28.57 per cent had wish to serve in military services, 21.43 per cent students had

wish to serve in own business, 17.86 per cent students had wish to serve in private

agricultural sector, 17.86 per cent students had wish to serve in marketing, 14.29 per cent

students had wish to serve in administrative services and 10.71 per cent had wish to serve

in railway services (Fig 5.1.23).




between male and female agricultural students with respect to their wish to serve in

different areas.

From the data presented in table 5.1.1 to 5.1.23 it can be concluded that majority

of the internet utilizing agricultural students were male, were aged between 20 to 25 years,

were studying in B.Sc. degree programme, had obtained OGPA in last semester in

category 5.00-6.49 OGPA, had father‟s and mother‟s education above senior secondary

and below graduation level, were having occupation of agriculture of their father‟s, were

from rural back ground, were belonged to joint family, were belonged to big family, had

hindi medium of instructions, did not get any training as how to use internet, studied basic

+ tally course of computer, perceived themselves as intermediate in navigating the web,

belonged to hostller category, had wish to have their next higher academic degree, were

utilized library every day upto one hour. Majority of male agricultural students were

unmarried whereas majority of female agricultural students were married, male agricultural

student‟s family income per month ranged between rupees 10001 to 25000 had family

income upto rupees 10000 per month, participated in debate/ lecturing participated in

cultural activities, did not study any course to know use of internet studied course to know

use of internet, had desire to go abroad for settling and had no desire to go abroad, male

students had wish to serve in banking and wish to serve in government agricultural sector.

The findings are in conformity with the findings of (Goh 1997; Lee 1997; King and

Martin 1999; Sherif and Khan 2000; Anonymous 2001; Bonk 2002; Curtis 2002 and Ali

2004).

5.2 Internet Utilization Pattern of Agricultural Students

For measuring the internet utilization pattern of the agricultural students 19

indicators were identified on the basis of review of literature and discussion with the

subject experts as describe in the chapter methodology. The findings regarding these

indicators have been presented under following heads:

5.2.1 Experience of internet use

A perusal of Table 5.2.1 indicated that majority of internet utilizing male agriculture

students (71.76%) and female agriculture students (53.57%) were using the internet from

more than two years. In case of male agriculture students 20.00 per cent internet users

were using the internet from 1 to 2 years and 8.24 per cent were using from one year,

whereas in case of female agriculture students 25.00 per cent internet users were using

the internet from 1 to 2 years and 21.43 per cent were using the internet from the last year

only (Fig. 5.2.1).

Table 5.2.1 Experience of internet use of internet utilizing male and female agricultural students N = 113

S. No.



Calculated value

F. % F. % X2

1 Upto 1 year 7 8.24 6 21.43

2 From 1-2 years

17 20.00 7 25.00 4.47 NS

3 More than two years 61 71.76 15 53.57

Total

85 100.00 28 100.00






between male and female agricultural students with regard to their experience of internet

use.

The results implied that respondents who had more years of internet usage might

have acquainted themselves well with the new medium, and might have realized the easy

access and usefulness of latest information while exploring the latest information.

5.2.2 Preference of access to internet

The data in table 5.2.2 depicted that the male agriculture students mostly

preferred college library (MPS 70.59) which was ranked first followed by private cyber cafe

(MPS 44.12), division / department (MPS 41.18), hostel (MPS 20.00), own house (MPS

18.82), friends and relative homes (MPS 2.94) which were ranked second, third, fourth,

five and six, respectively. Whereas, the female agriculture students mostly preferred

college library (MPS 66.07) which was ranked first followed by private cyber cafe (MPS

51.79), division / department (MPS 28.57), own house (MPS 25.00), friends and relatives

home (MPS 1.79), hostel (MPS Zero per cent) which were ranked second, third, fourth,

five and six, respectively (Fig. 5.2.2).

The values of rank order correlation (rs) between “male

and female agricultural students”, were found to be 0.96 for

which the calculated values of „t‟ was found higher than the

tabulated value at 1 per cent level of significance which indicates

a positive and highly significant correlation between male and

female agricultural students Hence, the null hypotheses (Ho)

was therefore rejected and alternate hypothesis was accepted.

This leads to the conclusion that there is a highly significant

correlation between the internet utilizing male and female

agricultural students in perceiving the preference of access of

internet.

The findings might be so due to the region that the best

source/ place for using internet. It can be observed that the best

source/ place accessed by the respondents were college library.

Since the sufficient internet facility was available at college

library, the students had to prefer the private cyber café at their

own expenses.

5.2.3 Expenditure incurred to use internet (Rs. per month)

The table 5.2.3 indicated that majority of internet utilizing male agriculture students

(38.82 per cent) and female agriculture students (35.72 per cent) had spent Rs. 50 to 100

Rs. per month to use internet. In case of male agriculture students 27.06 per cent internet

users not spending any amount, 14.12 per cent spending 101 to 200 Rs. per month and

10.59 per cent spending 201 to 300 Rs. per month and 9.41 per cent spending around 301

to 400 Rs. per month, whereas female agriculture students 28.57 per cent internet users

not spending any amount, 17.86 per cent spending 101 to 200 Rs. Per month,10.71 per

cent spending201 to 300 Rs. Per month and 7.14 spending 301 to 400 Rs. Per month (Fig.

5.2.3).

Table 5.2.3 : Expenditure incurred in using internet (Rs. Per month) by internet utilizing male and female agricultural students

N=113 S.



(N=28) Calculated

value

F. % F. % X2

1 Nil 23 27.06 8 28.57

2 Rs 50-100 33 38.83 10 35.72 0.39 NS

3 Rs 101-200 12 14.12 5 17.86

4 Rs 201-300 9 10.59 3 10.71

5 Rs 301-400 8 9.41 2 7.14

Total 85 100.00 28 100.00






between male and female agricultural students.

Majority of the respondents spent around Rs. 50-100 per month. It may be

because of the reason that, most of the students had access to internet at the private

cyber café after the college library because of flexibility in timing, high speed and

availability of varied tariff plans.

5.2.4 Frequency of Internet use


(51.76%) had used internet facility every day out of which 56.82 per cent, 34.09 per cent

and 9.09 per cent used internet for upto 1 hours, 2-3 hours and above 3 hours,

respectively whereas about (53.57 per cent) female agriculture students had used internet

facility every day out of which 60.00 per cent, 26.67 per cent and 13.33 per cent use

internet upto 1 hours, 2-3 hours and above 3 hours. In case of male agriculture students

(25.88 per cent) had used internet facility once in a week out of which 50.00 per cent,

36.36 per cent and 13.64 per cent use internet for upto 1 hours, 2-3 hours and above 3

hours, respectively, (7.06%) students had used internet facility on occasions out of which

half of students used upto 1 hours and 50.00 per cent used upto 2-3 hours, (7.06 %)

students had used internet facility once in month, 7.06 per cent had used internet facility

once in a month out of which 83.33 per cent used upto 1 hours and 16.67 per cent used

above 3 hours (4.71%) had used internet facility twice in a week out of which 75.00 per

cent, 25.00 per cent and no students used internet for upto 1 hours, 2-3 hours and above

3 hours and (3.53%) had used internet facility once in fortnight out of which whole students

used internet facility upto 2-3 hours,. In case of female agriculture students (21.43%) had

used internet facility once in a week out of which 50.00 per cent, 33.33 per cent and 16.67

per cent used upto 1 hours, 2-3 hours and above 3 hours, (7.14%) had used internet

facility twice in a week out of which whole students used upto 1 hours, (7.14%) used

internet facility once in fortnight out of which whole students used internet upto 2-3 hours,

(7.14%) had used internet facility on occasions out of which whole students used internet

upto 1 hours and (3.57%) had used internet facility once in a month out of which whole

student used upto 1 hours (Fig. 5.2.4).




between male and female agricultural students with respect to their frequency of internet

use.

The findings might be so due to reason that the internet provided variety of

information at low cost and have updated information very short period of time, thus more

hours spent at internet may be attributed to browsing of latest information among

respondents.

5.2.5 Purpose of internet use

The data in presented in table 5.2.5 indicated that majority of the internet utilizing

male agriculture students preferred the best purpose on internet use were “e-mail to

friends and relatives” (MPS 87.65) while female agriculture students (MPS 83.93) and was

ranked first. In case of male agriculture students “searching useful sites for career

development” (MPS 87.06), was ranked second followed by “to send or receive e-mails”

(MPS 80.00), “to collect information for class assignments” (MPS 78.24), “For sending

message” (MPS 72.35), “to collect information for higher studies” (MPS 70.59), “for

entertainment” (MPS 61.76), “for preparation of competitive exams” (MPS 58.82), “to

collect information for research references” (MPS 57.65), “to send application for job”

(MPS 54.71), “to send research articles for publication in research journals” (MPS 41.76),

“to collect information‟s to class notes” (MPS 40.00), “chatting” (MPS 38.24), “to collect

information for abroad studies” (MPS 32.94), “for generating self employment” (MPS

29.41), “to collect information to attend seminar/ conferences etc. (25.88), “to satisfy

curiosity” (MPS 24.12), “just for time pass” (MPS 21.76), “for matrimonial purpose” (MPS

20.00), “for telephony communication” (MPS 12.94) and “to develop own website” (1.76)

which were ranked third, fourth, five, six, seven, eight, nine, ten, eleven, twelve, thirteen,

fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty and twenty one,

respectively. In case of female agriculture students, “searching useful sites for career

development” (MPS 80.36), was ranked second followed by “to collect information for

class assignments” (MPS 71.43), “to send application for job” (MPS 67.86), “to collect

information for higher studies” (MPS 64.29), “to collect information for research

references” (MPS 64.29), “to send or receive e-mails” (MPS 64.29), “for sending message”

(MPS 62.50), “for entertainment” (MPS 53.57), “to send research articles for publication in

research journals” (MPS 46.43), “for preparation for competitive exams” (MPS 44.64), “to

collect information‟s to class notes” (MPS 44.64), “to collect information to attend seminar/

conferences etc.” (MPS 33.93), “to collect information for abroad studies” (MPS 32.14),

“for generating self employment” (MPS 28.57), “to satisfy curiosity” (MPS 17.86), “chatting”

(MPS 14.29), “just for time pass” (MPS 10.71), “for matrimonial purpose” (7.14), “for

telephony communication” (MPS 5.36) and “to develop own website” (MPS 0.00) to which

were ranked third, fourth, five, six, seven, eight, nine, ten, eleven, twelve, thirteen,

fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty and twenty one,

respectively (Fig. 5.2.5).

The values of rank order correlation (rs) between “male

and female agricultural students” were calculated and tested.

The calculated values of „t‟ were found less than their tabulated

values which leads to the conclusion that there is a non

significant correlation between the internet utilizing male and

female agricultural students in perceiving the purpose of internet

use. There is no correlation between internet utilizing male and

female agricultural students with respect to their purpose of

internet use.

Thus, by carefully analyzing the purposes, it is quite

obvious that majority of the students required to communicate

with each other at least once in a day by e-mail, and of course,

every student was found to be very much interested regarding

their career development.

5.2.6 Possession of E-mail ID

The data in table 5.2.6 revealed that in case of male agriculture students, 40.00

per cent internet users possessed more than two E-mail ID and followed by 36.47 per cent

were having two E-mail ID and 15.29 per cent were having one E-mail ID and 8.24 per

cent internet users did not possess any E-mail ID in case of female agriculture students

(46.43%) were having two E-mail ID, followed by 17.86 per cent were having more than

two E-mail ID and 25.00 per cent were having one E-mail ID and 10.71 per cent internet

users did not possess any E-mail ID (Fig. 5.2.6).

Table 5.2.6 : Possession of E-mail ID of internet utilizing male and female agricultural students N=113

S. No.



Calculated value

F. % F. % X2

1 Nil 7 8.24 3 10.71

2 One E-mail ID 13 15.29 7 25.00 4.80 NS

3 Two E-mail ID 31 36.47 13 46.43

4 More than two E-

mail ID 34 40.00 5 17.86

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their possession of e-mail

ID.

This might be due to the fact that e-mail ID is available free of cost and, users may

also require more storage space to save their mails for longer period. This could be the

motivational force among the respondents to have two or more than two e-mail IDs.

5.2.7 Frequency of e-mail use

The table 5.2.7 revealed that majority internet utilizing male agriculture students

(42.35%) were utilizing e-mail facility every day, out of which 36.11 per cent, 44.44 per

cent and 19.44 per cent male agriculture students used one, 2-3 and more than 3 e-mails

at a time, respectively and female agriculture students (42.86%) were utilizing e-mail

facility every day, out of which 16.67 per cent, 50.00 per cent and 33.33 per cent used

one, 2-3 and more than 3 e-mails at a time, respectively. In case of male agriculture

students 25.88 per cent, 4.71 per cent, 3.53 per cent, 5.88 per cent and 17.65 per cent

students utilized e-mail facility once in a week, twice in a week, once in fortnight, once in a

month and on occasions, respectively. In case of female agriculture students 39.29 per

cent, 10.71 per cent and 7.14 per cent of the students utilized e-mail facility once in a

week, once in a fortnight and once in a month, respectively. On the whole there were not

found any student which was never utilized e-mail facility once in a week and on

occasions, any time (Fig. 5.2.7).




between male and female agricultural students with respect to their frequency of e-mail

use.

The result showed that majority of the respondents utilized e-mail facility either

every day or once in a week. It means that majority of the respondents might have well

acquainted with the new medium of communication and might have realized its

effectiveness in terms of time and cost.

5.2.8 Purpose of E-mail use


(49.41%) and female agriculture students (46.43%) used e-mail for personal purpose. In

case of male agriculture students 27.06 per cent internet users used e-mail for academic

purpose, 11.76 per cent for pleasure purpose, 8.24 per cent for other purpose and 3.53

per cent for advertisement purpose; whereas among female agriculture students 35.72 per

cent internet users used e-mail for academic purpose, 10.71 per cent for pleasure

purpose, 7.14 per cent for other purpose and no student used e-mail for advertisement

purpose (Fig. 5.2.8).

Table 5.2.8 Purpose of E-mail use of internet utilizing male and female agricultural

students

N=113

S. No.




F. % F. % F. % 1 Pleasure 10 11.76 3 10.71 13 11.50

2 Personal 42 49.41 13 46.43 55 48.67

3 Academic 23 27.06 10 35.72 33 29.21

4 Advertisement 3 3.53 0 0.00 3 2.66

5 Others 7 8.24 2 7.14 9 7.96

Total 85 100.00 28 100.00 113 100.00






between male and female agricultural students with respect to their purpose of e-mail use.

5.2.9 Use of chatting to make communication

The data in table 5.2.9 revealed that in case of male agriculture students, 64.71

per cent internet users use chatting to make communication and 35.29 per cent internet

users not used chatting to make communication. In case of female agriculture students

53.57 per cent internet users not used chatting to make communication and 46.43 per cent

internet users used chatting to make communication (Fig. 5.2.9).

Table 5.2.9 Chatting to make communication by internet utilizing male and female


N=113

S. No. Category Male Students (N=85) Female Students (N=28)

Calculated value

F. % F. % X2

1 Chatting 55 64.71 13 46.43

2 No chatting 30 35.29 15 53.57 2.94 NS

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their use of chatting to

make communication.

5.2.10 Frequency of chatting

The data in table 5.2.10 indicated that majority of the male agriculture students

(25.88%) were utilizing chatting facility once in a week out of which 50.00 per cent, 36.36

per cent and 13.64 per cent used upto 1 hour, 2-3 hour and more than 3 hours, while;

majority of the female agriculture students (17.86%) were utilizing chatting facility once in

a week out of which 80.00 per cent and 20.00 per cent used upto 1 hour and 2-3 hour. In

case of male agriculture students 18.82 per cent, 4.71 per cent, 4.71 per cent, 3.53 per

cent and 7.06 per cent students were utilizing chatting facility every day, twice in a week,

once in a fortnight, once in a month and on occasion, respectively and 35.29 per cent of

the students never utilized chatting facility. In case of female agriculture students 10.71

per cent, 7.14 per cent and 10.71 per cent were utilizing chatting facility every day, once in

a week and on occasion, respectively and 53.57 per cent female agricultural students

never utilized chatting facility (Fig. 5.2.10).




between male and female agricultural students with respect to their frequency of chatting.

The findings might be so due to the reason that instant massages are extremely

fast in exchanging messages at a time, than the e-mail service. This is the best way

available on internet to establish line contact between friends, relative, professors and

others.

5.2.11 Use of different search-engines

The data in table 5.2.11 depicted that majority of the internet utilizing male

agricultural students (MPS 91.18) and female agricultural students (MPS 91.07) used

google and was accorded it first rank, followed by Rediff (MPS 85.29), Yahoo (MPS

84.12), Live (MPS 61.76), India times (MPS 55.29), MSN (MPS 47.65), Khoj (MPS 35.88),

Ask jeeves (MPS 33.53), Alta vista (MPS 24.12),Info seek (MPS 18.24), Bing (MPS

15.88), Lycos (MPS 15.88), Netscape (MPS 10.59) and Vibisimo (MPS 7.65) which were

ranked second, third, fourth, five, six, seven, eight, nine, ten, eleven, twelve thirteen and

fourteen, respectively. Whereas, the female agriculture students used yahoo (MPS 85.71),

Rediff (MPS 83.93), Live (MPS 64.29), MSN (MPS 51.79), India times (MPS 51.79), Ask

jeeves (MPS 41.07), Khoj (MPS 41.07), Info seek (MPS 30.36), Bing (MPS 25.00), Alta

vista (MPS 25.00) Lycos (MPS 17.86), Netscape (MPS 12.50) and Vibisimo (MPS 10.71),

which were ranked second, third, fourth, five, six, seven, eight, nine, ten, eleven, twelve

thirteen and fourteen, respectively (Fig. 5.2.11).

The values of rank order correlation (rs) between male and

female agricultural students, were found to be 0.95 for which the

calculated values of „t‟ was found higher than their tabulated

values at 1 per cent level of significance which indicates a

positive and highly significant correlation between male and

female agricultural students Hence, the null hypotheses (Ho)

was, therefore rejected and alternate hypothesis was accepted.

This leads to the conclusion that there is a highly significant


agricultural students in perceiving the use of different search

engines.

This might be due to the reason that the Yahoo and Google

search engines are oldest search engines have been made available from

very beginning and they are easy to assess and speedy as compared to

others. This might be the reason to prefer Google and Yahoo more as

compared to other search engines by the research scholars.

5.2.12 Rating internet as sources of information

The result in table 5.2.12 indicated that majority of internet utilizing male

agriculture students (60.00%) and female agriculture students (64.29%) rated internet as

an excellent source of information. In case of male agriculture students 28.24 per cent

rated them as good and 11.76 per cent internet users rated them as satisfactory source of

information. In female agriculture students 28.57 per cent rated internet as good source

and 7.14 per cent internet users rated it as satisfactory source of information. No male or

female agriculture students rated internet as unsatisfactory source (Fig. 5.2.12).

Table 5.2.12 Rating Internet as sources of information by internet utilizing male and


N=113

S. No.



Calculated value

F. % F. % X2

1 Unsatisfactory 0 0.00 0 0.00

2 Satisfactory 10 11.76 2 7.14 0.48 NS

3 Good 24 28.24 8 28.57

4 Excellent 51 60.00 18 64.29

Total 85 100.00 28 100.00







The findings might be so due to the reason that more credibility and

trustworthiness of the internet sources among the respondents.

5.2.13 Satisfaction with internet facility

The data presented in table 5.2.13 showed that majority of the internet utilizing

male agriculture students (60.00%) and female agriculture students (46.43%) were fully

satisfied with internet facility. In case of male agriculture students 30.59 per cent were

partially satisfied with internet facility and 9.41 were least satisfied with internet facility.

Whereas, in female agriculture students 35.71 per cent internet users were partially

satisfied with internet facility and 17.86 per cent were least satisfied with internet facility,

no male and female agriculture students were found not satisfied with internet facility (Fig.

5.2.13).

Table 5.2.13 Satisfaction with Internet facility of internet utilizing male and female


N=113

S. No.



Calculated value

F. % F. % X2

1 Not satisfied 0 0.00 0 0.00

2 Least satisfied 8 9.41 5 17.86 2.16 NS

3 Partially satisfied 26 30.59 10 35.71

4 Fully satisfied 51 60.00 13 46.43

Total 85 100.00 28 100.00 X







5.2.14 Preference of internet on other media for getting information

The table 5.2.14 revealed that the majority of male agriculture students preferred

“internet” (MPS 92.94) and was ranked first followed by “face to face communication”

(MPS 89.02), “newspaper” (MPS 85.88), “television” (MPS 65.49), “magazine” (MPS

50.98), “posters/ charts” (MPS 24.71), “radio” (MPS 18.04), “exhibition” (MPS 15.29) and

“kisan mela” (MPS 13.73) which were ranked second, third, fourth, five, six, seven, eight

and nine, respectively. Whereas, majority of the female agriculture students preferred

“internet” (MPS 85.71) and was ranked first followed by “newspaper” (MPS 84.52), “face to

face communication” (MPS 85.95), “television” (MPS 67.86), “magazine” (MPS 48.81),

“posters/charts” (MPS 33.33), “exhibition” (MPS 23.81), “kisan mela” (MPS 22.62) and

“radio” (MPS 17.86) which were ranked second, third, fourth, five, six, seven, eight and

nine, respectively (Fig. 5.2.14).

The values of rank order correlation (rs) between male and

female agricultural students, were found to be 0.94 for which the

calculated values of „t‟ were found higher than their tabulated

values at 1 per cent level of significance which indicates a

positive and highly significant correlation between male and

female agricultural students Hence, the null hypotheses Ho

were, therefore rejected and alternate hypotheses were

accepted. This leads to the conclusion that there is a highly

significant correlation between the internet utilizing male and

female agricultural students in perceiving the preference of

internet on other media for getting information.

5.2.15 Browsing technique for getting required information

The table 5.2.15 indicated that the majority of the male agriculture students

browse the required information from the internet through “use search engines” (MPS

87.06) and was ranked first followed by “typing the web address directly” (MPS 79.41),

“printed ads. Newspapers magazines etc”. (MPS 51.76) and “use subscription database”

(MPS 25.88) which were ranked second, third and fourth, respectively. Whereas majority

of the female agriculture students browse the required information from the internet

through “use search engines” (MPS 87.50) and was ranked first followed by followed “type

the web address directly” (MPS 64.29), “use subscription database” (MPS 50.00) and

“printed ads. Newspapers magazines etc.” (MPS 37.50) which were ranked second, third

and fourth, respectively (Fig. 5.2.15).

The values of rank order correlation (rs) between male and female agricultural

students, were found to be 0.98 for which the calculated value of „t‟ was found higher than

the tabulated value at 1 per cent level of significance which indicates a positive and highly

significant correlation between male and female agricultural students Hence, the null

hypotheses Ho were, therefore rejected and alternate hypotheses were accepted. This

leads to the conclusion that there is a highly significant correlation between the internet

utilizing male and female agricultural students in perceiving the browsing technique.

The findings due to the fact that most of the respondents were not aware about

the subscription data bases.

5.2.16 Frequency of locating the desired information on the internet

The perusal of table 5.2.16 revealed that majority of the internet utilizing male

agriculture students (64.70%) and female agriculture student (53.57%) were getting the

information on the internet frequently. Both the male agriculture students 27.06 per cent

and female agriculture students 28.57 per cent were getting the information on the internet

sometime, both the male agriculture students 8.24 per cent and female agriculture

students 17.86 per cent were getting the information on the internet rarely and there were

no male and female agriculture students mentioned that they never got the desired

information on internet (Fig. 5.2.16).

Table 5.2.16 Frequency of locating the desired information on the Internet by


N=113

S. No.



Calculated value

F. % F. % X2

1 Never 0 0.00 0 0.00

2 Rarely 7 8.24 5 17.86 2.88 NS

3 Sometime 23 27.06 8 28.57

4 Frequently 55 64.70 15 53.57

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their frequency of locating

the desired information on the internet.

5.2.17 Activities during internet use

The table 5.2.17 indicated that during internet use of the majority male agriculture

students (70.59%) and female agriculture students (57.14 per cent) were writing useful

information on separate pages, Whereas 29.41 per cent male agriculture students and

42.86 per cent female agriculture students preferred Internet just for watching and not

marking any useful information. It means that research scholars of Swami Keshwanand

Agricultural University had seriously exploited Internet facility provided by the Institution

(Fig. 5.2.17).

Table 5.2.17 Activities during Internet use by internet utilizing male and female


N=113

S. No.


Female Students

(N=28)

Calculated value

F. % F. % X2

1 Just watching Internet 25 29.41 12 42.86

2 Write--useful information‟s on separate pages

60 70.59 16 57.14 1.73 NS

Total 85 100.00 28 100.00






between male and female agricultural students with respect to their activities during

internet use.

Thus, it might be due to the reason that at the time of exploring

Internet, research scholars of Swami Keshwanand Rajasthan Agricultural

University executed proper activities to take full advantages of Internet.

5.2.18 Preference of timing of access to internet

The data presented in table 5.2.18 revealed that regarding the preference of

timing of access to internet majority of male agricultural students (76.47 %) and female

agricultural students (71.43 %) preferred college library and most of them preferred noon

time to access the internet. In case of male agricultural students 54.12 per cent were

preferred private cyber café and most of them preferred evening time to access the

internet, 45.88 per cent preferred division department and most of them preferred morning

time to access the internet, 23.53 per cent preferred hostel and most of them preferred

night time to access the internet, 18.82 per cent preferred own house and most of them

preferred night time to access the internet and 5.88 percent preferred friends and relatives

home and most of them preferred evening time to access the internet to access the

internet. While; in case of female agricultural students 60.71 per cent were preferred

private cyber café and most of them preferred evening time to access the internet, 42.86

per cent preferred division department and most of them preferred morning time to access

the internet, 25.00 per cent preferred own house and most of them preferred night time to

access the internet, 3.57 per cent preferred hostel and most of them preferred evening

time to access the internet and 3.57 percent preferred friends and relatives home and

most of them preferred evening time to access the internet to access the internet (Fig.

5.1.18).




between male and female agricultural students with respect to their preference of timing of

access to internet.

5.2.19 Orientation to internet source

The results indicated in table 5.2.19 that majority of the internet utilizing male

agriculture students (57.64%) and female agriculture students (50.00%) got orientation

towards internet use through self surfing around the net, whereas, 21.18 per cent male

agriculture students and 32.14 per cent female agriculture students got orientation towards

internet uses through classmates and friends followed by, 14.12 per cent male agriculture

students and 7.14 female agriculture students got orientation towards internet uses

through other sources and 4.06 per cent male agriculture students and 10.72 per cent

female agriculture students got orientation towards internet uses through library staff

guidance (Fig. 5.1.19).

Table 5.2.19 Orientation to Internet source of internet utilizing male and female


N=113

S. No.


Female Students

(N=28)


F. % F. % F. % 1 From my classmates &

friends 18 21.18 9 32.14 27 23.89

2 On my own, by surfing 49 57.65 14 50.00 63 55.75

around the Internet

3 Library staff guidance 6 7.06 3 10.72 9 7.97

4 Other 12 14.12 2 7.14 14 12.39

Total 85 100.00 28 100.00 113 100.00

Calculated X2 = 2.46 NS






between male and female agricultural students with respect to their orientation to internet

source.

5.2.20 Internet utilization level

For measuring the internet utilization level of the agricultural students. The

sources obtained by them in all 19 indicators were summed up, which was called internet

utilization score of that particular students. To get in over view of internet utilization level of

the selected internet utilizing male and female agricultural students, they were categorized

into three internet utilization levels on the basis mean and standard deviation of their

internet utilization score viz. low, medium and high. The result has been presented in table

5.2.20 and fig. 5.2.20.

Table 5.2.20: Internet utilization level of internet utilizing male and female


N=113

S. No.


(N=85)

Female Students

(N=28)


F. % F. % F. %

1 Low utilization (X-σ) 15 17.65 4 14.29 19 16.81

2 Medium utilization (X-σ to (X+σ) 58 68.24 21 75.00 79 69.91

3 High utilization (>X+σ ) 12 14.12 3 10.71 15 13.27

Total 85 100.00 28 100.00 113 100.00

Mean = 105.82 SD = 5.22 Calculated X

2 = 0.463 NS



A perusal of data presented in the table visualizes that majority of the male (68.24

per cent) and female (75.00 per cent) agricultural students had medium internet utilization

level followed by 17.65 per cent male and 14.29 per cent female agricultural students were

having low internet utilization level, whereas only 14.12 per cent male and 10.71 per cent

female agricultural students were having level of internet utilization.

It is also clear that majority of the total respondents were belonged to medium

level of internet utilization, which indicates that still there is more scope to achieve the

effective utilization of the internet facilities.

The calculated value of chi-square (0.463) is less than tabulated value of chi-

square (5.919) at 5 per cent level of significance. The null hypothesis accepted and

alternate hypothesis rejected which meant that there is no significant agreement between

the internet utilization male of female agricultural students with reference to their internet

utilization level. Hence it can be concluded that the male and female agricultural students

differ in their internet utilization level.

From the data presented in table 5.2.1 to 5.2.20 it can be concluded that majority

of the internet utilizing male and female agricultural students were using internet from

more than two years, mostly preferred college library, had spent Rs. 50 to 100 per month

to use internet, used internet facility every day, considered the best purpose of internet

use as “e-mail to friends and relatives”, having more than two e-mails ID, were utilizing e-

mail every day upto two to three e-mails, preferred to do the e-mail use for personal use,

were utilizing chatting facility once in a week upto one hour, used google as search

engine, rated internet as an excellent source of information, were fully satisfied with

internet facility, preferred “internet” on other media for getting information, browse the

required information from the internet through using search engines, getting the

information on the internet frequently, were writing useful information on separate pages

during internet use, preferred college library in noon to access the internet, got orientation

towards internet use through self surfing around the net and had medium level of internet

utilization. Majority of the male agricultural students used chatting to make communication

whereas the female agricultural students not used chatting to make communication.

The findings are in conformity with the findings of (Patil 1999; Voorbij 1999;

Amritpal Kaur 2000; Chi-Cheng Chang 2001; Anonymous 2002; Kim Deok 2002; Maniar

2002; Teresa et al. 2003; Kalra 2004; Patel 2004; Chouhan 2005 and Patel and Chouhan

2005).

5.3 Effect of internet utilization on overall performance of

Agricultural students

In the present investigation an attempt has been made to find out the effect of

internet use on academic performances and non academic performances. This was

studied by asking simple questions, as how the students perceive the effect of internet

services in their academic and non academic performances. The data collected in this

respect is presented under the following heads:

5.3.1 Effect of internet use on academic performance of the agricultural students

The data presented in table 5.3.1 indicated that among the different academic

performances the „Internet services facilitate improvement in systems of communication‟

was perceived as the most important effect on the academic performance of the male

agricultural students (MPS 90.35) and female agricultural students (MPS 87.86) and was

accorded first rank. The „Internet facilitates to retrieve latest information through number of

sources found‟ was perceived as the second most important effect on the academic

performance of the male agricultural students (MPS 89.18) and female agricultural

students (MPS 85.71) and was accorded second rank and third rank, respectively (Fig.

5.3.1).

On the other hand „Due to Internet usage, there is a decrease in actual study-

hours and live discussions with friends‟ was the least perceived effect on the academic

performance of the male agricultural students (MPS 59.06) as well as female agricultural

students (MPS 59.29) and was accorded last rank by both male and female agricultural

students.

The value of rank order correlation (rs) between male and female agricultural

students, was found to be 0.93 for which the calculated value of „t‟ were found higher than


significant correlation between the effect internet on the academic performance the male

and female agricultural students Hence, the null hypothesis (Ho3.1) was therefore rejected

and alternate hypothesis was accepted. This leads to the conclusion that there is a highly

significant correlation between the effect of internet on the academic performance of the


5.3.2 Effect of internet use on non academic performance of the agricultural

students

The data presented in table 5.3.2 revealed that among the different non academic

performances the „Internet services facilitate to maintain a wide circle of friends‟ was

perceived as the most important effect on the non-academic performance of the male

agricultural students (MPS 82.59) and female agricultural students (MPS 79.29) and was

accorded first rank. The „Internet use has increased dependency on Internet‟ was

perceived as the second most important effect on the non-academic performance of the

male agricultural students (MPS 64.71) and female agricultural students (MPS 61.43) and

was accorded second and third rank, respectively (Fig. 5.3.2).

On the other hand „Due to Internet use, there is a decrease in participation in the

extra curricular activities at the college/ university level‟ was the least perceived non

academic performance by the male agricultural students (MPS 47.76) as well as by the

female agricultural students (MPS 49.29) and was accorded last rank by both categories

of respondents.

The value of rank order correlation (rs) between male and female agricultural

students, was found to be 0.98 for which the calculated value of „t‟ was found higher than


significant correlation between male and female agricultural students Hence, the null

hypotheses (Ho3.2) were, therefore rejected and alternate hypotheses were accepted. This

leads to the conclusion that there is a highly significant correlation between the internet

utilizing male and female agricultural students in perceiving the effect of non academic

performances.

From the data presented in table 5.1.1 to 5.3.2 it can be concluded that Majority of the

internet utilizing male and female agricultural students perceived that the “internet services

facilitate improvement in systems of communication” as the most important effect on the

academic performance and the “internet services facilitate to maintain a wide circle of

friends” as the most important effect on the non-academic performance.

The findings are in conformity with the findings of (Richard C. Sharman 1997; Singh

2000; Gagnon and Krovi 2000; Jones 2002 and Chauhan 2004).

5.4 Factors associated with the internet utilization of


The association between the internet utilization pattern (dependent

variable) of male and female agricultural students and the selected independent

variables of the male and female agricultural students was worked out by

calculating the chi-square between them. On the basis of operational measures

used for the variables, research hypotheses in null form were tested for their

significance of association on the basis of the values of chi-square and co-efficient

of contingency (strength of association), as described below (Fig. 5.4.1 and 5.4.2).

5.4.1 Association of age of internet utilizing male and female agricultural students

with their internet utilization

The study of table 5.4.1.reveals that calculated chi-square value between the age

and internet utilization for male agricultural student was 1.57 and 3.38 for female

agricultural students which were less than their tabulated value at 5 per cent level of

significance. Thus the null hypothesis (Ho4.1) which asserts that there is no significant

association between their age and internet utilization pattern was accepted. Thus reveals

that there is no association between age and internet utilization pattern of the male and

female agricultural students.

The result was not in confirmatory with the result of Patel (2004),

Shah (2006) and Patel (2006).

5.4.2 Association of marital status of internet utilizing male and female agricultural


The study of table 5.4.2 indicates that calculated chi-square value between marital

status and internet utilization for male agricultural student was 5.79 and 2.08 for female

agricultural students which were less than their tabulated value at 5 per cent level of


association between their marital status and internet utilization pattern was accepted. Thus

reveals that there is no association between marital status and internet utilization pattern

of the male and female agricultural students.

5.4.3 Association of educational qualification of internet utilizing male and female


The data incorporated in table 5.4.3 shows that the calculated chi-square value

between educational qualification and internet utilization was 14.62 for male agricultural

student and 14.68 for female agricultural students which were significant at 1 per cent

level of significance. Thus the null hypothesis (Ho4.3) which asserts that there is no

significant association between their educational qualification and internet utilization was

rejected and alternative hypothesis was accepted. Further coefficient of contingency was

worked out in order to see the strength of association and it was found to be 0.3830 for

male and 0.5864 for female agricultural students which can be interpreted that the strength

of relationship between the internet utilization pattern and student‟s educational

qualification variable exerted highly significant effect on internet utilization pattern of


The result was confirmatory with the result of Jessic et al. (2001),

Patel (2004) and Shah (2006). The result was not in line with the result

reported by Patel (2006).

5.4.4 Association of academic achievement (OGPA) of internet utilizing male and


The study of table 5.4.4 indicates that calculated chi-square value between their

academic achievement and internet utilization was 10.80 for male agricultural student and

7.27 for female agricultural students which were less than their tabulated value at 5 per

cent level of significance. Thus the null hypothesis (Ho4.4) which asserts that there is no

significant association between their academic achievement and internet utilization pattern

was accepted. Thus reveals that there is no association between academic achievement

and internet utilization pattern of the male and female agriculture students.

5.4.5 Association of education of father of internet utilizing male and female


The study of table 5.4.5.shows that calculated chi-square value between their

fathers education and internet utilization was 9.43 for male agricultural student and 8.66

for female agricultural students which were less than their tabulated value at 5 per cent


significant association between their fathers education and internet utilization pattern was

accepted. Thus reveals that there is no association between education of father and

internet utilization pattern of the male and female agricultural students.

The result was in line with the result of Chauhan (2004), Patel and Chauhan

(2005) and Chauhan (2005).

5.4.6 Association of education of mother of internet utilizing male and female


The data incorporate in table 5.4.6 indicates that calculated chi-square value

between their mothers education and internet utilization was 3.26 for male agricultural

student and 8.66 for female agricultural students which were less than their tabulated

value at 5 per cent level of significance. Thus the null hypothesis (Ho4.6) which asserts that

there is no significant association between their mothers education and internet utilization

pattern was accepted. Thus reveals that there is no association between education mother

of and internet utilization pattern of the male and female agricultural students.

The result was in line with the result of Patel (2004) and Patel and Chauhan

(2005).

5.4.7 Association of occupation of father of internet utilizing male and female


The study of table 5.4.7 reveals that calculated chi-square value between their

fathers occupation and internet utilization was 4.72 for male agricultural student and 1.51

for female agricultural students which were less than their tabulated value at 5 per cent


significant association between their fathers occupation and internet utilization pattern was

accepted. Thus reveals that there is no association between occupation of father and

internet utilization pattern of the respondents.

5.4.8 Association of native place of internet utilizing male and female agricultural


The study of table 5.4.8 shows that the calculated chi-square value was 9.71 for

male agricultural student and 9.23 for female agricultural students which were significant

at 1 per cent level of significance. Thus the null hypothesis (Ho4.8) which asserts that there

is no significant association between the native place of internet utilization was rejected

and alternative hypothesis was accepted. Further coefficient of contingency was worked

out in order to see the strength of association and it was found to be 0.3201 for male and

0.4979 for female agricultural students which can be interpreted that the strength of

relationship between the internet utilization pattern and student‟s native place variable

exerted highly significant effect on internet utilization pattern of agricultural students.

The result was not in line with the result of Anonymous

(2001**), Patel and Chauhan (2005), Patel (2004), Chauhan (2004),

Chauhan (2005) Patel (2006) and Shah (2006).

5.4.9 Association of type of family of internet utilizing male and female agricultural


The data incorporate in table 5.4.9 indicates that calculated chi-square value

between their family type and internet utilization was 0.96 for male agricultural student and



significant association between their family type and internet utilization pattern was

accepted. Thus reveals that there is no association between type of family and internet

utilization pattern of the male and female agriculture students.

The result was in line with the result of Patel and Chauhan (2005) and Chauhan

(2005).

5.4.10 Association of size of family of internet utilizing male and female agricultural


The study of table 5.4.10 reveals that calculated chi-square value between their

size of family and internet utilization was 1.57 for male agricultural student and 1.24 for

female agricultural students which were less than their tabulated value at 5 per cent level

of significance. Thus the null hypothesis (Ho4.10) which asserts that there is no significant

association between their size of family and internet utilization pattern was accepted. Thus

reveals that there is no association between size of family and internet utilization pattern of

the male and female agricultural students.

It means that the research scholars either from small or big size family or say

research scholars either from such family with more number or small number of the

members in family had approximately one and the same degree of encouragement from

their family members to craft hopeful and creative use of Internet.

The result was in line with the result of in line with the result of

Patel and Chauhan (2005) and Patel (2004).

5.4.11 Association of family income of internet utilizing male and female


The data incorporate in table 5.4.11 indicates that the calculate chi-square

value was 10.62 for male agricultural student and 10.23 for female agricultural students

were significant at 5 per cent level of significance. Thus the null hypothesis (Ho4.11) which

asserts that there is no significant association between their family income and internet

utilization was rejected and alternative hypothesis was accepted. Further coefficient of

contingency was worked out in order to see the strength of association and it was found to

be 0.3333 for male and 0.5173 for female agricultural students which can be interpreted

that the strength of relationship between the internet utilization pattern and student‟s family

income variable exerted highly significant effect on internet utilization pattern of agricultural

students.

5.4.12 Association of medium of instruction during school days of internet utilizing

male and female agricultural students with their internet utilization

Table 5.4.12 depicts that calculated chi-square value between their medium of

instruction and internet utilization was 0.73 for male agricultural student and 3.17 for

female agricultural students which were less than their tabulated value at 5 per cent level

of significance. Thus the null hypothesis (Ho4.12) which asserts that there is no significant

association between their medium of instruction and internet utilization pattern was

accepted. Thus reveals that there is no association between medium of instruction during

school days and internet utilization pattern of the male and female agriculture students.

5.4.13 Association of training being extended by the college library to internet

utilizing male and female agricultural students with their internet utilization

Table 5.4.13 indicates that the calculated chi-square value between training being

extended by the college library and internet utilization was 6.70 for male agricultural

student and 7.35 for female agricultural students were significant at 5 per cent level of

significance. Thus the null hypothesis (Ho) which asserts that there is no significant

association between their training being extended by the college library and internet




that the strength of relationship between the internet utilization pattern and student‟s

training being extended by the college library variable exerted highly significant effect on

internet utilization pattern of agricultural students

The result reported was in agreement with the result reported

by Veena (2001).

5.4.14 Association of computer course studied to know use of internet by internet

utilizing male and female agricultural students with their internet

utilization

The data incorporate in table 5.4.14 reveals that the calculated chi-square

value between their course to know use of internet and internet utilization was 6.82 for

male agricultural student and 7.32 for female agricultural students were significant at 5 per


significant association between their course to know use of internet and internet utilization

was rejected and alternative hypothesis was accepted. Further coefficient of contingency

was worked out in order to see the strength of association and it was found to be 0.2726

for male and 0.4553 for female agricultural students which can be interpreted that the

strength of relationship between the internet utilization pattern and students course to

know use of internet variable exerted highly significant effect on internet utilization pattern

of agricultural students.

The result of findings was not in line with the finding reported by Shah (2006).

5.4.15 Association of study of type of computer course studied to know use of

internet by internet utilizing male and female agricultural students with


Table 5.4.15 shows that the calculated chi-square value between their study of

type of computer course of know use of internet and internet utilization was 17.30 for male

agricultural student and 16.48 for female agricultural students were significant at 5 per


significant association between their study of course to know use of internet and internet




that the strength of relationship between the internet utilization pattern and student‟s study

of course to know use of internet variable exerted highly significant effect on internet

utilization pattern of agricultural students.

5.4.16 Association of expertise in navigating web of internet utilizing male and


The study of table 5.4.16 reveals that the calculated chi-square value between

their expertise in navigating and internet utilization was 10.46 for male agricultural student

and 10.46 for female agricultural students were significant at 5 per cent level of


association between their expertise in navigating web and internet utilization was rejected

and alternative hypothesis was accepted. Further coefficient of contingency was worked

out in order to see the strength of association and it was found to be 0.3309 for male and

0.5215 for female agricultural students which can be interpreted that the strength of

relationship between the internet utilization pattern and student‟s expertise in navigating

web variable exerted highly significant effect on internet utilization pattern of agricultural

students.

5.4.17 Association of place of living at the time of education of internet utilizing

male and female agricultural students with their internet utilization

The data incorporate in table 5.4.17 depicts that the calculated chi-square value

between their place of living and internet utilization was 6.74 for male agricultural student

and 6.00 for female agricultural students which were significant at 5 per cent level of


association between their place of living at the time of education and internet utilization

was rejected and alternative hypothesis was accepted. Further coefficient of contingency

was worked out in order to see the strength of association and it was found to be 0.2710

for male and 0.4202 for female agricultural students which can be interpreted that the

strength of relationship between the internet utilization pattern and student‟s place of living

at the time of education variable exerted highly significant effect on internet utilization

pattern of agricultural students.


by Veena (2001).

5.4.18 Association of wish to migrate abroad of internet utilizing male and female


Table 5.4.18 indicates that the calculated chi-square value between their wish

to migrate abroad and internet utilization was 14.44 for male agricultural student and 10.81

for female agricultural students which were significant at 1 and 5 per cent level of


association between their wish to migrate abroad and internet utilization was rejected and

alternative hypothesis was accepted. Further coefficient of contingency was worked out in

order to see the strength of association and it was found to be 0.3810 for male and 0.5277

for female agricultural students which can be interpreted that the strength of relationship

between the internet utilization pattern and students wish to migrate abroad variable

exerted highly significant effect on internet utilization pattern of agricultural students.

The result was not in line with the result of Chauhan (2004) and

Patel and Chauhan (2005).

5.4.19 : Association of wish to get higher academic degree of internet utilizing male


Table 5.4.19 depicts that calculated chi-square value between their wish to get

higher academic degree and internet utilization was 3.46 for male agricultural student and



significant association between their wish to get higher academic degree and internet

utilization pattern was accepted. Thus reveals that there is no association between wish to

get higher academic degree and internet utilization pattern of the male and female

agriculture students.


by Patel (2004) Chauhan (2004), Chauhan (2005) and Shah (2006).

5.5 Constraints faced in Internet utilization by Agricultural

Students

In this section, it was tried to find out the constraints in

utilization of internet by the agricultural students in the study

area. All the possible constraints, faced by the respondents were

grouped in to five major categories viz. Physical constraints,

Technical constraints, Economic constraints, Operational

constraints and Psychological constraints and the data regarding

the constraints faced by internet utilizing male and female

agricultural students has been presented into following sub

heads.

5.5.1 Physical constraints faced in Internet utilization by Agricultural Students

5.5.2 Technical constraints faced in Internet utilization by Agricultural Students

5.5.3 Economic constraints faced in Internet utilization by Agricultural Students

5.5.4 Operational constraints faced in Internet utilization by Agricultural Students

5.5.5 Psychological Constraints faced in Internet utilization by Agricultural Students

5.5.1 Physical constraints faced in Internet utilization by Agricultural Students

The data presented in table 5.5.1 revealed that among the different physical

constraints the „Inadequate availability of computer and Internet facilities‟ was perceived

as the most severe constraint at top priority by the male agricultural students (MPS 76.86)

and was accorded first rank. Whereas the female agricultural students (MPS 77.38) were

perceived it as the third most severe constraint and accorded it third rank. The „Lack of

adequate infrastructure facilities‟ was perceived as the most severe constraint by the

female agricultural students (MPS 83.33) and was accorded first rank, whereas it was

perceived as the second most severe constraint by the male agricultural students (MPS

70.59).

On the other hand the „Lack of knowledge about

availability of Internet source‟ was the least perceived physical

constraint by the male agricultural students (MPS 61.18) as well

as by the female agricultural students (MPS 67.86) and was

assigned last rank.

The value of rank order correlation (rs) between male and

female agricultural students, was found to be 0.97 for which the

calculated value of „t‟ was found higher than the tabulated value

at 5 per cent level of significance which indicates a positive and

highly significant correlation between male and female

agricultural students Hence, the null hypothesis (Ho5.1) was

therefore rejected and alternate hypothesis was accepted. This

leads to the conclusion that there is a highly significant

correlation agreement between the internet utilizing male and

female agricultural students in perceiving the severity of different

physical constraints (Fig. 5.5.1).

The constraint of inadequate availability of computer and

internet facility might be due to the reason that the agriculture

college has no sufficient number of computers according to the

students strengths and thus the agricultural students face

difficulty in access to the internet. The constraint of Lack of

adequate infrastructure facilities might be due to the reason that

the agriculture colleges had in sufficient sitting arrangement and

few computers reserved for girls and thus the students had less

access to the internet. The constraint of inadequate accessibility

to internet service might be due to lack of the different

infrastructural facility and due to the technical problems.

The reason behind the constraint Lack of knowledge

about availability of internet source might be due to lack of

awareness among the students about the availability of internet

source.

5.5.2 Technical constraints faced in Internet utilization by Agricultural Students

The data presented in table 5.5.2 indicated that among the different technical

constraints the „Slow access speed‟ was perceived as the most severe constraint at top

priority by both the male agricultural students (MPS 74.51) and female agricultural

students (MPS 86.90) and was accorded first rank. The constraints „Takes more time to

download/ view pages‟ was perceived as the second most severe constraint by the male

agricultural students (MPS 65.49) and was accorded second rank, whereas it was

perceived as the third most severe constraint by the female agricultural students (MPS

66.67).

On the other hand the „Privacy problem‟ was the least perceived technical

constraint by the male agricultural students (MPS 41.96) as well as by the female

agricultural students (MPS 42.86) and was assigned last rank.






agricultural students Hence, the null hypothesis (Ho5.2) was

therefore rejected and alternate hypothesis was accepted. This


agreement between the internet utilizing male and female

agricultural students in perceiving the severity of different

technical constraints (Fig. 5.5.2).

The constraint of slow access speed might be due to lack

of adequate internet connection and frequency. The constraint of

taking more time to download / view page might be due to the

slow speed of internet. The reason behind constraint of virus

threats might be due to lack of technical staff and availability of

adequate anti virus softwares. The constraint of Electricity failure

might be due to lack of availability of generator and battery

system in college library and departments. The constraints of

opening of Pop-up mails and Online advertisements distract

attention might be due to lack of adequate knowledge about

blocked the pop-up mails and lack of training as how to use the

internet among the students. The constraint of Server break

down might be due lack of suitable channel of connection,

overloading of information on server and lack of receiving the

frequency.

The reason behind the constraint of Privacy problem

might be due to lack of knowledge about use the internet

because recently, some websites allow users to stuff off targeted

advertising on its web sites.

5.5.3 Economic constraints faced in Internet utilization by Agricultural Students

The data presented in table 5.5.3 revealed that among the different economic

constraints the „Variations in charges demanded at different cyber cafes‟ was perceived as

the most severe constraint at top priority by the male agricultural students (MPS 52.16)

and was accorded first rank. Whereas the female agricultural students (MPS 48.81)

perceived it as the second most severe constraint and accorded it second rank. The

„Availability of Internet facility at higher price‟ was perceived as the most severe constraint

by the female agricultural students (MPS 57.14) and was accorded first rank, whereas it

was perceived as the second most severe constraint by the male agricultural students

(MPS 49.41).

On the other hand the „High cost of Internet training‟ was the least perceived

economics constraints by the male agricultural students (MPS 47.06) as well as by the

female agricultural students (MPS 44.05) and was accorded last rank.


female agricultural students, was calculated and tested. The

calculated value of „t‟ was found less than the tabulated value

hence the null hypothesis (Ho5.3) was accepted which leads to

the conclusion that there is no significant agreement between

the internet utilizing male and female agricultural students in

perceiving the severity of different economical constraints. Thus

there is no correlation between male and female agricultural

students (Fig. 5.5.3).

The constraints of Variation in charges at different cyber

cafes and Availability of internet facility at higher price might be

due to the reason that the cyber cafes had variation in charges

of internet facility according to its location and number of

customers. In rural and semi-urban areas cyber cafes had high

price of internet facility.

The reason behind the constraint of High cost of

internet training might be due to the lack of internet training

provided by the colleges to the students and the computer

training institutes had not provided a particular course of internet

training.

5.5.4 Operational constraints faced in Internet utilization by Agricultural Students

The data presented in table 5.5.4 indicated that among the different operational

constraints the „Lack of Internet oriented education and training‟ was perceived as the

most severe constraint at top priority by the male agricultural students (MPS 75.69) and

female agricultural students (MPS 72.62) was accorded first rank. The „Lack of adequate

knowledge about hard wares, softwares and Internet explorer‟ was perceived as the

second most severe constraint by the male agricultural students (MPS 59.22) and female

agricultural students (MPS 60.71) and was accorded second rank.

On the other hand the „Overload of information on Internet‟ was the least

perceived operational constraint by the male agricultural students (MPS 41.96) as well as

by the female agricultural students (MPS 41.67) and was accorded last rank.






agricultural students Hence, the null hypothesis (Ho5.4) were,

therefore rejected and alternate hypothesis were accepted. This


agreement between the internet utilizing male and female


operational constraints (Fig. 5.5.4).

The constraints of Lack of internet oriented education and

training and lack of adequate knowledge about hardware

software‟s and internet explorer might be due to the reason that

the computer training centers and institutes had not provided the

particular course of internet and half of the total agricultural

students did not study of any course to know the use of internet.

The constraint of Difficulty in finding out relevant information

might be due to lack of adequate knowledge about the exact key

words related to the information and research study. The

constraint of Lack of knowledge about paid and un-paid sites

might be due to lack of knowledge about the use of internet

which might be due to the lack of internet oriented courses.

The reason behind the constraint of Overload of

information on internet might be due to the reason that recently,

internet had provided every information to the peoples and thus

the web sites had a problem of overloading.

5.5.5 Psychological Constraints faced in Internet utilization by Agricultural

Students

The data presented in table 5.5.5 indicated that among the different psychological

constraints the „Lack of free time to use Internet‟ was perceived as the most severe

constraint at top priority by the male agricultural students (MPS 43.92) and female

agricultural students (MPS 44.50) was accorded first rank. The „Lack of interest to use

Internet‟ was perceived as the second most severe constraint by the female agricultural

students (MPS 42.86) and was accorded second rank, whereas it was perceived as the

third most severe constraint by the male agricultural students (MPS 37.65). The

„Unfavorable attitude of seniors and family members‟ was perceived as the third most

severe constraint by the female agricultural students (MPS 35.71) and was accorded third

rank, whereas it was perceived as the second most severe constraint by the male

agricultural students (MPS 43.14) and was accorded second rank.


female agricultural students was calculated and tested. The

calculated value of „t‟ was found less than the tabulated value

hence the null hypothesis (Ho5.5) which leads to the conclusion

that there is a non significant agreement between the internet

utilizing male and female agricultural students in perceiving the

severity of different psychological constraints. Thus there is no

correlation between male and female agricultural students (Fig.

5.5.5).

The constraint of Lack of free time to use internet might be

de to the reason that the agricultural students had spent

maximum time in attending their classes and research work and

they had less time to use the internet. The constraint of

Unfavourable attitude of seniors and family members might be

due to the lack of sufficient number of computers in college

library and department and thus the seniors had not provided

the chance to their junior students to use the internet.

The reason behind the constraint of Lack of interest

might be due to lack of awareness among the students about

the internet.

6 SUMMARY AND CONCLUSIONS

"The internet is a global system of public and private computer

networks that allow desktop computer to exchange data. Messages and

files with any of the millions of other computer with connections to the

internet". The internet is an existing area where you can find information

about almost every topic you have books, encyclopedias, magazines,

articles and every other type of reference material at your fingertips.

The internet offers many options for computer users to communicate

with others like chat, mail, telephone, browse special field for references

and so on. The imperative necessity is to mount intense national as well as

international efforts in the interest of achieving a bright common future by

using the internet technology for all humanity on our planet. So, for this

purpose there is a need to develop human resources.

In India, the internet services were officially made available to public

from 15th August 1995 onwards through Videsh Sancher Nigam limited

(VSNL). Today there are many service providers offering internet services.

The most common use of internet is electronic mail (e-mail). By

using e-mail a user can send text, pictures, sounds, programmes or even

movies to any other person anywhere in the world. There are a number of

news group on the internet. The messages sent to a news group are simply

posted on the electronic notice board. Anyone can see these messages.

According to India broadband forum upto 31st March (2008), the

number of Internet users in Asia is 5,29,701,704. Though Asia has only

16% of populations of the world, 37.6% of total internet users are Asian

which is great. Of them around 60 million are from India. India is 3rd in Asia

(1st is China (220 million) and 2nd is Japan (87.5 million)) and 4th in world

((1st is China (220 million), 2nd is USA (216 million) and 3rd is Japan (87.5

million)) as per as internet users are concerned. India has 13% of internet

users in Asia and 7.36% that of the world. But the sorrowful fact is only

5.3% of people in India use internet. The reason of this is most of the

people in India don‟t know computer. 70% of people who know computer

have used internet which is a healthy sign.

Today, Agricultural colleges are playing an important role in

imparting technical education. The Agriculturist, who are the outcomes of

these colleges, require the latest and pinpointed information in their

respective fields. Due to the high cost of Agricultural information resources,

developing countries cannot provide these resources to their users. But the

Internet with its advantages, make the way for the developing countries to

access information at a very low cost.

The Internet is an inseparable part of today‟s Agricultural

educational system. Agricultural colleges invest a good deal of amount on

providing this facility to both the teachers and students. Despite the young

age of the Internet, it has grown at an extremely rapid pace due largely to

how easily accessible it has become to users. Each day, something new

emerges via the Internet, whether it be a game, a user-created video, or a

piece of music that is shared with the world.

Keeping all these facts in mind the present investigation “Internet

Utilization Behaviour of Agricultural Students of Swami Keshwanand

Rajasthan Agricultural University, Bikaner”. was undertaken with following

specific objectives:

(vi) To study the personal and family characteristics of the

respondents.

(vii) To analyze the internet utilization pattern of the agricultural

students.

(viii) To find out the effect of internet utilization on over all

performance of the agricultural students.

(ix) To study the factors associated with the internet utilization of


(x) To identify the constraints faced in internet utilization by the


The present study was conducted in Rajasthan Agricultural

University, Bikaner, which was purposively selected due to the reasons

that SKRAU, Bikaner is only the sole agricultural university in Rajasthan

which has maximum number of agricultural colleges (3) as compared to

another Agricultural University i.e. Maharana Pratap University of

Agricultural and Technology (MPUAT), Udaipur. SKRAU, Bikaner is the

University which provides admission to more number of agricultural

Students in an academic session as compared to other Agricultural

Universities in Rajasthan. Swami Keshwanand Rajasthan Agricultural

University, Bikaner has three constituent Colleges, i.e SKNCOA, Jobner,

COA, Bikaner and COA, Lalsot; out of which two agricultural colleges namely

SKNCOA, Jobner and COA, Bikaner was selected purposively due to the

reason that all the students of these colleges have been provided internet

facility at free of cost for UG students in college library and for PG and Ph.D.

students in their concerned departments. From the two selected agricultural

colleges separate lists of male and female students from B.Sc. (Ag.) Hons,

M.Sc. (Ag.) Hons. and Ph.D. degree, registered in 2008-09 and using the

internet were prepared with the help of records of student sections and

internet cell registers of the respective colleges and a sample of 25 per

cent male and female students from B.Sc. (Ag.) Hons, M.Sc. (Ag.) Hons.

and Ph.D. degree, was selected by using simple random sampling with

proportionate allocation method. In this way a total sample comprised of

113 students (85 male and 28 female students) from B.Sc (Ag.) Hons.,

M.Sc. (Ag.) Hons. and Ph.D. degrees were selected for the present

investigation.

An interview schedule consisting the measuring devices of

dependent and independent variables along with the face data of the

internet utilizing agricultural students was used for collecting responses of

the internet utilizers. For measuring the personal and family characteristics,

internet utilization pattern, effect of internet utilization on over all

performance and constraints faced by the agricultural students a schedule

was developed by the investigator in light of the suggestion of the experts.

The data were collected by personal interview method. The data

collected were classified, tabulated and inferences were drawn after

subjecting the data to appropriate statistical analysis which led to the

following major findings.

SALIENT FINDINGS

6.1 Personal and family characteristics of the respondents

6.1.1 Majority of the internet utilizing agricultural students (75.22%) were

male, whereas the female comprised of only 24.78 per cent of the

total respondents.

6.1.2 Majority of the internet utilizing students in both male agricultural

students (50.58 per cent) and female agricultural students (35.71 per

cent) fell in 20 – 25 years age group.

6.1.3 Majority of the internet utilizing male agricultural students (56.47 per

cent) were unmarried and 43.53 percent of the respondents were

married. In case of female agricultural students 57.14 per cent were

found married and 42.86 per cent were unmarried.

6.1.4 Majority of the internet utilizing students in both male agricultural

students (55.29 per cent) and female agricultural students (60.71 per

cent) were studying in B. Sc. Degree programme.


cent) and female agricultural students (42.85 per cent) had obtained

OGPA 5.01 – 6.49 OGPA in last semester.

6.1.6 Fathers of majority of the internet utilizing male agricultural students

(47.06 per cent) and female agricultural students (46.43 per cent)

had above senior secondary and below graduation level of

education.

6.1.7 Mothers of majority of the internet utilizing male agricultural students

(40.00 per cent) and female agricultural students (25.00 per cent)

had above senior secondary and below graduation level of

education.

6.1.8 Fathers of majority of the internet utilizing male agricultural students

(64.70 per cent) and female agricultural students (60. 71 per cent)

were having agricultural occupation.


cent) and female agricultural students (60.71 per cent) were from

rural back ground.


cent) and female agricultural students (71.43 per cent) were

belonged to joint family.


cent) and female agricultural students (53.57 per cent) belonged to

big family.

6.1.12 Majority of the internet utilizing male agricultural students‟ (44.71 per

cent) had family income, ranging between 10001 to 25000 per

month whereas majority of the female agricultural students‟ (35.72

per cent) had family income ranging between upto Rs 10000.


cent) and female agricultural students (75.00 per cent) had Hindi

medium of instructions.


cent) participated in debate / lecturing activities while; majority of

female agricultural students (67.86 per cent) participated in cultural

activities.


cent) and female agricultural students (78.57 per cent) did not get

any training to use internet.


cent) had not studied any course to know the use of internet while;

majority of female agricultural students (53.57 per cent) studied

course to know the use of internet.

6.1.17 About 22.35 per cent internet utilizing male agricultural students and

24.78 per cent of female agricultural students studied basic Basic +

Tally computer course.


cent) and female agricultural students (46.43 per cent) were

intermediate in navigating the web.


cent) and female agricultural students (82.14 per cent) belonged to

hosteller category.


cent) had desire to go abroad for settling whereas majority of the

female agricultural students (46.43 per cent) had no desire to go

abroad.


cent) and female agricultural students (64.29 per cent) had wish to

have their next higher academic degree.

6.1.22 Majority of the internet utilizing male agriculture students (68.24%)

and female agricultural students (60.72%) were utilized library every

day.


cent) had wish to serve in banking, whereas; majority of the female

agricultural students (67.86 per cent) had wish to serve in

government agricultural sector.

6.2 internet utilization pattern of the agricultural students

6.2.1 Majority of internet utilizing male agriculture students (71.76%) and

female agriculture students (53.57%) had more than two years

experience of internet use age group.

6.2.2 Majority of the internet utilizing male agriculture students (MPS

70.59) and female agriculture students (MPS 66.07) preferred

college library for internet use.


female agriculture students (75.71%) fell in the category of Rs. 50 to

100 per month expenditure incurred to use internet.


(53.57%) female agriculture students had used internet facility every

day.

6.2.5 Majority of the internet utilizing male (MPS 87.65) and female (MPS

83.93) agricultural students preferred the best purpose of internet

use as “e-mail to friends and relatives”.

6.2.6 About 40.00 per cent internet utilizing male agriculture students were

having more than two E-mail ID, while; 38.94 per cent female

agriculture students were having two E-mail ID.


female agriculture students (42.86%) were utilizing e-mail facility

every day.


and female agriculture students (46.43%) used e-mail for personal

purpose.

6.2.9 Majority of internet utilizing male agriculture students (64.71%) used

chatting to make communication, whereas; majority of female

agriculture students (53.57%) not used chatting to make

communication.

6.2.10 about 25.88 per cent internet utilizing male agriculture students and

17.86 per cent female agriculture students were utilizing chatting

facility once in a week.

6.2.11 Majority of the internet utilizing male agricultural students (MPS

91.18) and female agricultural students (MPS 91.07) used google as

search engine.


female agriculture students (64.29%) considered internet as the

excellent source of information.


and female agriculture students (46.43%) were fully satisfied with

internet facility.


92.94) and female agriculture students (MPS 85.71) preferred

“internet” on other media for getting information.


27.06) and female agriculture students (MPS 87.50) browse the

required information from the internet through using search engines.


and female agriculture student (53.57%) were frequently locating the

desired information on the internet.


and female agriculture students (57.14%) were writing useful

information on separate pages during internet use.

6.2.18 Majority of the internet utilizing male agricultural students (76.47 %)

and female agricultural students (71.43 %) preferred college library

to use internet in noon.

6.2.19 Majority of the internet utilizing male agriculture students 57.65 per

cent and female agriculture students 50.00 per cent got orientation

towards internet use through self surfing around the net.

6.2.20 Majority of the internet utilizing male (68.24 per cent) and female

(75.00 per cent) agricultural students had medium level of internet

utilization where as 17.65 per cent male and 14.29 per cent female

agricultural students had low internet utilization and only 14.12 per

cent male and 10.71 per cent female agricultural students had high

level of internet utilization.

6.3 Effect of internet utilization on over all performance of the


6.3.1 Among the different academic performances the „Internet services

facilitate improvement in systems of communication‟ was perceived

as the most important effect on the academic performance at top

priority by both male (MPS 90.35) and female agricultural students

(MPS 87.86).

There is a highly significant correlation between the internet utilizing

male and female agricultural students in perceiving the effect of

academic performances.

6.3.2 Among the different non academic performances the „Internet

services facilitate to maintain a wide circle of friends‟ was perceived

as the most important effect non-academic performance at top

priority by both male (MPS 82.59) and female agricultural students

(MPS 79.29).

There is a highly significant correlation between the internet utilizing

male and female agricultural students in perceiving the effect of non

academic performances.

6.4 Factors associated with the internet utilization of


6.4.1 There was a significant association between the internet utilization

level of the male and female agricultural students. Educational

qualification, native place, family income, training being extended by

the college library, course offered to know use of internet, course

studied, expertise in navigating web, place of living at the time of

education and wish to migrate abroad.

6.4.2 Personal and family characteristics of the respondents like age,

marital status, academic achievement, education of father,

education of mother, occupation of father, type of family, size of

family, medium of instruction during school days and wish to get

higher academic degree were found non associated with internet

utilization level of the male and female agricultural students.

6.5 Constraints faced in Internet utilization by Agricultural

Students

6.5.1 Among the different physical constraints the „Inadequate availability

of computer and Internet facilities‟ was perceived as the most severe

constraint at top priority by the male agricultural students (MPS

76.86). Whereas; the „Lack of adequate infrastructure facilities‟ was

perceived as the most severe constraint by the female agricultural

students (MPS 83.33). There is a highly significant correlation

between the internet utilizing male and female agricultural students

in perceiving the severity of different physical constraints.

6.5.2 Among the different technical constraints the „Slow access speed‟

was perceived as the most severe constraint at top priority by both

the male agricultural students (MPS 74.51) and female agricultural

students (MPS 86.90). There is a highly significant correlation

between the internet utilizing male and female agricultural students

in perceiving the severity of different technical constraints.

6.5.3 Among the different economic constraints the „Variations in charges

demanded at different cyber cafes‟ was perceived as the most

severe constraint at top priority by the male agricultural students

(MPS 52.16), while; the „Availability of Internet facility at higher price‟

was perceived as the most severe constraint by the female

agricultural students (MPS 57.14). There is a non significant


agricultural students in perceiving the severity of different economics

constraints. Thus there is no correlation between male and female


6.5.4 Among the different operational constraints the „Lack of Internet

oriented education and training‟ was perceived as the most severe

constraint at top priority by both male agricultural students (MPS

75.69) and female agricultural students (MPS 72.62). There is a

highly significant correlation between the internet utilizing male and

female agricultural students in perceiving the severity of different

operational constraints.

6.5.5 Among the different psychological constraints the „Lack of free time

to use Internet‟ was perceived as the most severe constraint at top

priority by both male agricultural students (MPS 43.92) and female

agricultural students (MPS 44.50). There is a non significant



psychological constraints. Thus there is no correlation between male

and female agricultural students.

Conclusion

1. Majority of the internet utilizing agricultural students were male, were

aged between 20 to 25 years, were studying in B.Sc. degree

programme, had obtained OGPA in last semester in category 5.00-

6.49 OGPA, had father‟s and mother‟s education above senior

secondary and below graduation level, were having occupation of

agriculture of their father‟s, were from rural back ground, were

belonged to joint family, were belonged to big family, had hindi

medium of instructions, did not get any training as how to use

internet, studied basic + tally course of computer, perceived

themselves as intermediate in navigating the web, belonged to

hestller category, had wish to have their next higher academic

degree, were utilized library every day upto one hour. Majority of

male agricultural students were unmarried whereas majority of

female agricultural students were married, male agricultural

student‟s family income per month ranged between rupees 10001 to

25000 had family income upto rupees 10000 per month, participated

in debate/ lecturing participated in cultural activities, did not study

any course to know use of internet studied course to know use of

internet, had desire to go abroad for settling and had no desire to go

abroad, male students had wish to serve in banking and wish to

serve in government agricultural sector.

2. Majority of the internet utilizing male and female agricultural students

were using internet from more than two years, mostly preferred

college library, had spent Rs. 50 to 100 per month to use internet,

used internet facility every day, considered the best purpose of

internet use as “e-mail to friends and relatives”, having more than

two e-mails ID, were utilizing e-mail every day upto two to three e-

mails, preferred to do the e-mail use for personal use, were utilizing

chatting facility once in a week upto one hour, used google as

search engine, rated internet as an excellent source of information,

were fully satisfied with internet facility, preferred “internet” on other

media for getting information, browse the required information from

the internet through using search engines, getting the information on

the internet frequently, were writing useful information on separate

pages during internet use, preferred college library in noon to access

the internet, got orientation towards internet use through self surfing

around the net and had medium level of internet utilization. Majority

of the male agricultural students used chatting to make

communication whereas the female agricultural students not used

chatting to make communication.

3. Majority of the internet utilizing male and female agricultural students

perceived that the “internet services facilitate improvement in

systems of communication” as the most important effect on the

academic performance and the “internet services facilitate to

maintain a wide circle of friends” as the most important effect on the

non-academic performance.

4. There was a significant association between the internet utilization

level of the male and female agricultural students and their

educational qualification, native place, family income, training being

extended by the college library, course offered to know use of

internet, course studied, expertise in navigating web, place of living

at the time of education and wish to migrate abroad.

5. Majority of the internet utilizing male agricultural students perceived

the constraints about “inadequate availability of computer and

internet facilities”, “lack of adequate infrastructure facilities”, “slow

access speed”, “variation in charges demanded at different cyber

cafes”, “availability of internet facility at higher price”, “lack of internet

oriented education and training” and “lack of free time to use

internet”.

Recommendation

1. It is evident from the present study that only moderate level of

internet utilization pattern prevailed among respondents. Hence

efforts should be made to improve their internet utilization level

by improving good internet facility in the college and by

motivating students for academic and scholastic uses of internet.

2. Since majority of the internet utilizing students felt the problem of

“inadequate availability of computer and internet facility” so

efforts should be made to increase the number of computers in

college library.

3. Since, majority of the internet utilizing students felt the problem of

“slow access speed”, so efforts should be made for providing

adequate connection of the internet.

4. Since, majority of the internet utilizing students felt the problem of

“lack of internet oriented education and training” so efforts should

be made to provide training related to internet orientation. There

should be provision of appropriate training for agricultural

students on educational use of internet.

5. The students should be motivated for computer education and

proper use of internet.


“inadequate availability of computer and internet facilities” so

adequate infrastructure facility should be provided by college

library.


“takes more time to download / view pages” so more computers

with latest specifications and multimedia kit should be installed in

college library.


“lack of adequate knowledge about hardwires, software‟s and

internet explorer” so technical assistant should be appointed in

the internet section of the colleges.

Suggestions for future research

The present investigation was confined to a particular institution i.e.

SKRAU, Bikaner. The study needs to be replicated on large samples

covering large area, so that the inferences drawn can be generalized to a

greater extent and explore various theoretical explanations. One can study

comparative analysis of SKRAU, Bikaner and MPUAT, Udaipur regarding

internet utilization pattern, among students or among teachers. A study of

internet utilization behaviour of the farmers may prove worthwhile. Another

study could be devoted towards the content analysis of information

pertaining to agriculture and allied fields, available on the internet.

Internet Utilization Behaviour of Agricultural Students of Swami Keshwanand Rajasthan Agricultural University, Bikaner

Suresh Garhwal* Dr. Ishaq Mohammed Khan

**

(Research Scholar) (Major Advisor)

ABSTRACT

Internet as a substantial communication tool is

characterized by information, versatility and interactivity. Use of

internet has become a part of college students daily routine.

Considering the importance of the internet utilization the present

investigation “Internet Utilization Behaviour of Agricultural

Students of Swami Keshwanand Rajasthan Agricultural

University, Bikaner”. was undertaken with following specific

objectives:

(xi) To study the personal and family characteristics of the respondents.

(xii) To analyze the internet utilization pattern of the agricultural students.

(xiii) To find out the effect of internet utilization on over all performance of the


(xiv) To study the factors associated with the internet utilization of agricultural

students.

(xv) To identify the constraints faced in internet utilization by the agricultural

students.

The present study was undertaken in the purposively selected

two agricultural colleges namely SKNCOA, Jobner and COA,

* Post Graduate Student, Department of Extension Education SKN COA, Jobner

(Raj.).

** Assistant Professor, Department of Extension Education, S.K.N. College of

Agriculture, Jobner (Rajasthan).

Bikaner due to the reason that all the UG and PG students of

these colleges have been provided internet facility at free of cost.

From the two selected agricultural colleges a total sample

comprised of 113 agricultural students (85 male and 28 female

students) from B.Sc (Ag.) Hons., M.Sc. (Ag.) Hons. and Ph.D.

degrees were selected proportionately by using simple random

sampling. An interview schedule consisting the measuring

devices of dependent and independent variables along with the

face data of the internet utilizing agricultural students was used

for collecting responses of the internet utilizers.

The data were collected by personal interview method. The

data collected were classified, tabulated and inferences were

drawn after subjecting the data to appropriate statistical analysis

which led to the following major findings.

1. The present study revealed that majority of the internet

utilizing male and female agricultural students were in the

middle age group, having medium level of fathers and

mothers education, having agriculture as a occupation of

father, having joint and big family and were having rural

background. Majority of the respondents perceived

themselves as intermediate in navigating the web, were

hosteller, willing to have their next higher academic degree

and used the library every day.

2. The result clearly indicated that the majority of the internet

utilizing male and female agricultural students were having

more than two years experience of internet use, mostly

preferred college library, low expenditure incurred to use

internet, had used internet facility every day, utilizing e-mail

facility every day, used e-mail for personal use, mostly used

google as search engine, considered internet as excellent

source of information, preferred “internet” on other media for

getting information, browse the required information from the

internet through using search engines, were frequently

locating the desired information on the internet, preferred

college library in noon, got orientation towards internet use

through self surfing around the net and were belonged to

medium level of internet utilization.

3. It was observed that the “Internet services facilitate

improvement in systems of communication” was perceived as

the most important effect on the academic performance and

the “Internet services facilitate to maintain a wide circle of

friends” was perceived as the most important effect on the

non-academic performance of the male and female


4. There was a significant association between the internet

utilization pattern of the male and female agricultural students

and their educational qualification, native place, family

income, training being extended by the college library, course

offered to know use of internet, course studied, expertise in

navigating web, place of living at the time of education and

wish to migrate abroad.

5. Majority of the internet utilizing agricultural students faced

serious constraints about “inadequate availability of computer

and internet facilities”, “lack of adequate infrastructure

facilities”, “slow access speed”, “variation in charges

demanded at different cyber cafes”, “availability of internet

facility at higher price”, “lack of internet oriented education

and training” and “lack of free time to use internet”.

Based on the study, it is recommended that for improving

the internet utilization behaviour and over all performance of the

male and female agricultural students, the factors having

significant agreement in male and female agricultural students

should be taken care of and the constraints faced by the internet

utilizing students should be solved by the administrators,

planners and policy makers of academic institutions in future by

formulating effective strategies on exploitation of internet

services.

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Zidon, M. and Miller, W.W. (1990). "The perceived value of computer use in secondary

agriculture programs : A national study proceedings of the central Region

Annual Research Conference (44th)". Cicago, IL. ELRIC Document

Reproduction No. ED319903.

APPENDIX-I

(Covering letter sent to the experts)

From : Dr. I.M. Khan No. ………………. Asstt. Professor Dated : …...…/2009

Deptt. of Extension Education

S.K.N. College of Agriculture

Jobner (Jaipur) Rajasthan

To,

-------------------------------------

-------------------------------------

-------------------------------------

Dear Sir

One of my M.Sc. (Ag.) student Mr. Suresh Garhwal, has undertaken a

research study entitled, “Internet Utilization Behaviour of Agricultural Students of

Rajasthan Agricultural University, Bikaner” for completion of M.Sc. (Ag.) degree in

Department of Extension Education. We are trying to develop a comprehensive

schedule for measuring following objectives of the said study. (i) To study the

personal and family characteristics of the respondents. (ii) To analyze the internet

utilization pattern of the agricultural students. (iii) To find out the effect of internet utilization

on over all performance of the agricultural students. (iv) To study the factors associated

with the internet utilization of agricultural students. (v) To identify the constraints faced in

internet utilization by the agricultural students.

The statements in the schedule have been developed on the basis of

relevant literature, reviewed, personal experience, discussions held with subject

matter specialists and extension personnel. In this context, we want to take

advantage of your vast experience and knowledge. Kindly spare some time and

go through the schedule very critically and feel free to comment upon / add /

delete and or modify the statements, if necessary, so that the final schedule can

be developed prior to undertake the study.

Kindly mail the schedule to the undersigned after your necessary

comments in the self addressed stamped envelop attached with schedule.

Thanking you for kind co-operation.

Encl: As above

Your’s faithfully

(I.M. Khan)

APPENDIX-II

INTERNET UTILIZATION BEHAVIOUR OF AGRICULTURAL

STUDDENTS OF RAJASTHAN AGRICULTURAL UNIVERSITY,

BIKANER

INTERVIEW SCHEDULE

A. Personal and Family Characteristics of the Agricultural

Students

Name : -------------------------------------------------

1. Gender:

a) Male

b) Female

2. Age ---------------------- years

S.No. Category Score

a Upto 20

years

1

b 21 to 25

years

2

c Above 25

years

3

3. Marital status


A Unmarried 1

B Married 2

4. Educational qualification:


A B.Sc. 1

B M.Sc. 2

C Ph.D. 3

5. Academic achievement (OGPA obtained during last semester) :


A Less than

5.00

1

B 5.01 to 6.49 2

C 6.50 to 7.49

3

d 7.50 and

above

4

6. Education of father


A Illiterate 0

B Up to primary 1

C Up to

secondary

2

d Up to Senior

secondary

3

E Above senior

secondary

and below

graduation

4

f Graduation

and above

5

7. Education of mother


A Illiterate 0

B Up to primary 1

C Up to

secondary

2

d Up to senior

secondary

3

E Above senior

secondary

and below

graduation

4

f Graduation

and above

5

8. Occupation of father

S.No. Activities Yes (1) No (0)

A Service

B Business

C Agriculture

9. What is your native place?.............................................


A Rural 1

B Urban 2

10. Type of family


A Nuclear

family

1

B Joint family 2

11. Size of family


A Small family

(up to five

members)

1

B Big family

(above five

members)

2

12. Family income (Rs. per month) : -------------------------------------


A Up to 10000

1

B 10001 to

25000

2

C Above 25000 3

13. Medium of instruction during school days


A Hindi 1

B English 2

C Others 3

14. Exposure to extra – curricular activities

15. Did you get any training being extended by the college library, as

to how to use Internet?


A Yes 1

B No 0

16. Have you studied any course to know use of Internet?


A Yes 1

B No 0

17. If yes, which course you have studied

a. …………………………

b. ……………………………

c. ………………………….. d. ……………………………..

18. Your expertise in navigating the web is at what level?


A Beginner 1

B Intermediate 2

C Advanced 3

19. Place of living at the time of education


S.No. Activities Yes (1) No (0)

A Literary

B Cultural

C Games & Sports

D Debate / lecturing etc.

E Arts

F NCC

G NSS

H Other social activities

A Non hosteller 1

B Hosteller 2

20. Wish to migrate abroad


A No wish to

go abroad

1

B Wish to go

abroad for

study

2

C Wish to go

abroad for

settling

3

21. Wish to get higher academic degree


A Willing to

have next

degree

1

B Not willing to

hav

e next

degree

0

22. Frequency of library use

S.No. Frequency of library

use

Up to 1 hour

(1)

2 – 3 hour

(2)

More than 3

hour

(3)

1 Every day

2 Once in a week

3 Twice in week

4 Once in month

23. Wish to serve in different areas

B. INTERNET UTILIZATION PATTERN OF AGRICULTURAL

STUDENTS

1. Experience of internet use


A Upto 1 year 1

B From 1-2

years

2

C More than

two years

3

2. Preference of access to Internet

S.No. Category Mostly

(2)

1 College library

2 Own house

3 Division /

department

4 Private cyber

café

5 Hostel (own)

6 Friends and

relatives

home

S.No. Activities Yes (1) (If yes give your

priority)

No (0)

A Banking

B Management

C Government Agricultural sector

D Private Agricultural sector

E Own business

F Military services

G Administrative services

H Railway services

I Marketing

J NGO

3. Expenditure incurred to use Internet (Rs. per month) -------------------

4. Frequency of Internet use :

S.No. Category Time duration (Hours)

Up to 1 hours

(1)

2 to 3 hours

(2)

Above 3 hours

(3)

1 Everyday

2 Once in a week

3 Twice in a week

4 Once in fortnight

5 Once in a month

6 On occasions

7 Never

5. Purpose of Internet use

S.No. Purpose Mostly (1)

Sometimes (2)

Never (3)

1 To collect information for class assignments

2 To collect information for research references

3 To send research articles for publication in research journals

4 To collect information for abroad studies 5 To collect information for higher studies 6 To collect information to attend seminar/

conferences etc.

7 Searching useful sites for career development

8 For preparation of competitive exams 9 For generating self employment

10 To send application for job

11 For entertainment

12 E-mail to friends and relatives

13 Chatting

14 Just for time pass

15 For matrimonial purpose

16 For sending message


a Nil 0

b Rs 50- 100 1

c Rs 101-200 2

d Rs 201-300 3

e Rs 301-400 4

17 For telephony communication

18 To send or receive E-mails

19 To develop own website

20 To satisfy curiosity

21 To collect informations to class notes

6. Possession of E-mail ID


a Nil 0

b One E-mail

ID

1

c Two E-mail

ID

2

d More than

two E-mail ID

3

7. Frequency of E-mail use :

S.NO. Category Number

of e-

mail Up to 1

(1) 2 to 3

(2) Above 3

(3) 1 Everyday 2 Once in a

week

3 Twice in a week

4 Once in fortnight

5 Once in a month

6 On occasions

7 Never 8. Purpose of E-mail use

9. Do you chat to make communication?


a Yes 1

b No 0

S.No. Activities Yes (1) No (0) a Pleasure b Personal c Academic d Advertisement e Others

10. If yes indicate frequency of Chatting

S.NO. Category Time duration (Hours) Up to 1

(1) 2 to 3

(2) Above 3

(3) 1 Everyday 2 Once in a week 3 Twice in a week 4 Once in fortnight 5 Once in a month 6 On occasions 7 Never 11. Have you used following search-Engines?

S.NO. Name of search engine Frequency of use Mostly

(2) Some times

(1) Never

(0) 1 Google

2 Yahoo

3 Ask jeeves

4 Alta vista

5 Lycos

6 Info seek

7 Netscape

8 Khoj

9 Rediff

10 India times

11 Vibisimo

12 Bing

13 MSN

14 Live

15 Any other a b

c

12. How do you rate Internet as sources of information?


a Unsatisfactory 1

b Satisfactory 2

c Good 3

d Excellent 4

13. User satisfaction with Internet facility


a Not satisfied 1

b Least

satisfied

2

c Partially

satisfied

3

d Fully

satisfied

4

14. Preference of Internet on other media for getting information?

S.NO.

Media for getting

information

Preference

Most

preferred

(3)

(2)

Less

preferred

(1)

Not

preferred

(0)

1 Radio

2 Newspaper

3 Television

4 Magazine

5 Exhibition

6 Posters/ charts

7 Kisan mela

8 Internet

9 Face to face

communication

15. How do you browse the required information from the Internet

S.No. Browsing technique

Browsing

pattern Mostly

(2) Some times

(1) Never

(0) 1 Type the web

address directly

2 Use search engines

3 Use subscription database

4 Printed Ads. Newspapers, Magazines etc.

16. How often you are able to locate the desired information

on the Internet?


a Never 0

b Rarely 1 c Sometime 2 d Frequently 3

17. Activity during Internet use

S.No. Category Score a Just

watching Internet

1

b Write useful informations on separate pages

2

18. Preference of timing of access to Internet

S.No. Timing preference Morning Noon Evening Night

1 College library 2 Own house 3 Division / Department 4 Private cyber cafe 5 Hostel 6 Friends and relatives

home

19. Orientation to Internet source

(a) From my classmates & friends

(b) On my own, by surfing around the Internet

(c) Library staff guidance

(d) Other

C. Effect of Internet Utilization on Overall Performance of

Agricultural Students

(Please indicate that with the availability of Internet facilities at your disposal, up to what

extent, they have affected your overall performance?)

(I) Academic benefits

S.No. Performance indicators Strongly agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly disagree

(1) A. Internet facilitates to

retrieve latest information through number of sources found

B Due to Internet usage, there is a decrease in actual study- hours and live discussions with friends

C Internet facilitates saving

in terms of time and

energy looking for

information

D Internet services are cost-

effective

E Due to Internet usage

there is a decrease in

frequency of reading

printed materials like

books, journals, news

papers, etc

F Internet services facilitate

improvement in systems of

communication

G The Internet had a positive

impact on academic

experience in general

H Due to Internet usage


frequency of visit to library

as well as preparation of

hand-written notes.

I Internet improved the

professional competence

of the students

J Internet expedited the

research process

conducted by the students

II Non academic benefits

S.No Performance indicators

Strongly agree

(5)

Agree

(4)

Neutral

(3)

Disagree

(2)

Strongly disagree

(1) A. Internet services

facilitate to maintain a

wide circle of friends

B Internet use disturbs the

“live” social interaction with friends

C Due to Internet use,


my participation in the

extra curricular activities

at the college/ university

level

D Due to Internet use, I

get health-related

problems like eye-pain,

back-pain neck-pain and

head ache, etc.

E Internet use has

disturbed my sleeping-

pattern erratically.

F Internet use has

increased my

dependency on Internet

D. Constraints faced in Internet utilization by Agricultural students

(Please tick mark in front of all appropriate constraints, which you

are facing while utilizing Internet):

S. No

Up to high

extent

Up to medium extent

Up to low

extent

A. Physical constraints

1. Inadequate availability of computer and Internet

facilities

2. Inadequate accessibility to Internet services

3. Lack of adequate infrastructure facilities

4. Lack of knowledge about availability of Internet

source

B Technical constraints

1 Slow access speed

2 Server breakdown

3 Electricity failure

4 On-line advertisements distract attention

5 Virus threats

6 Opening of pop-up mails

7 Privacy problem

8 Takes more time to download/ view pages

C Economic constraints

1 Availability of Internet facility at higher price

2 Variations in charges demanded at different cyber

cafes

3 High cost of Internet training

D Operational constraints

1 Lack of adequate knowledge about hard wares,

softwares and Internet explorer

2 Difficulty in finding out relevant information

3 Lack of knowledge about paid and un-paid sites

4. Lack of Internet oriented education and training

5 Overload of information on Internet

E Psychological constraints

1. Lack of free time to use Internet

2 Lack of interest to use Internet

3 Unfavorable attitude of seniors and family members

F Any other

1.

2.

3.

Table : 5.1.22 : Distribution of internet utilizing male and female agricultural students according to their frequency of

library use N = 113

S.No. Category Male students (N =85) Female students (N=28)

Upto 1 hour Upto 2-3 hour

More than 3 hour

Total Upto 1 hour

Upto 2-3 hour

More than 3 hour

Total

1 Every day 28 (48.28)

22 (37.93)

8 (13.79)

58 (68.24)

10 (58.82)

5 (29.41)

2 (11.77)

17 (60.72)

2 Once in a week 3 (60.00)

2 (40.00)

0 (0.00)

5 (5.88)

2 (66.67)

1 (33.33)

0 (0.00)

3 (10.71)

3 Twice in week 7 (35.00)

10 (50.00)

3 (15.00)

20 (23.53)

3 (42.86)

3 (42.86)

1 (14.28)

7 (25.00)

4 Once in month 0 (0.00)

2 (100.00)

0 (0.00)

2 (2.35)

0 (0.00)

1 (100.00)

0 (0.00)

1 (3.57)

X2 1.01NS

X2 –tab value at 5 per cent level of significance = 7.815 d.f. = 3 NS = Non significant Figures in parenthesis indicate percentage

Table 5.1.23 : Distribution of internet utilizing male and female agricultural students according to their wish to serve in

different areas N = 113

S.No. Category Male students (N =85) Female students (N=28) Ist IInd IIIrd Total Ist IInd IIIrd Total

1 Banking 22 (42.31)

16 (30.77)

14 (26.92)

52 (61.18)

9 (50.00)

5 (27.78)

4 (22.22)

18 (64.29)

2 Management 16 (42.11)

8 (21.05)

14 (36.84)

38 (44.71)

6 (40.00)

5 (33.33)

4 (26.67)

45 (53.57)

3 Government Agricultural sector 27 (64.29)

10 (23.81)

5 (11.90)

42 (49.41)

13 (68.42)

2 (10.53)

4 (21.05)

19 (67.86)

4 Private Agricultural sector 3 (16.67)

12 (66.67)

3 (16.67)

18 (21.18)

0 (0.00)

4 (80.00)

1 (20.00)

5 (17.86)

5 Own business 7 (24.14)

13 (44.83)

9 (31.03)

29 (34.12)

1 (16.67)

1 (16.67)

4 (66.67)

6 (21.43)

6 Military services 0 (0.00)

7 (43.75)

9 (56.25)

16 (18.82)

0 (0.00)

3 (37.50)

5 (62.50)

8 (28.57)

7 Administrative services 8 (30.77)

7 (26.92)

11 (42.31)

26 (30.59)

0 (0.00)

2 (50.00)

2 (50.00)

4 (14.29)

8 Railway services 0 (0.00)

2 (16.67)

10 (83.33)

12 (14.12)

0 (0.00)

2 (66.67)

1 (33.33)

3 (10.71)

9 Marketing 1 (6.25)

7 (43.75)

8 (50.00)

16 (18.82)

0 (0.00)

2 (40.00)

3 (60.00)

5 (17.86)

10 NGO 0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

Calculated X2 = 31.60* X2 –tab value at 5 per cent level of significance = 16.919 d.f. = 9 * significant at 5 per cent level of significance Figures in parenthesis indicate percentage

Table 5.2.2 : Preference of access to internet of internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Mostly Some time

Never MPS Rank Mostly Some time

Never MPS Rank

1 College library 56

(65.88)

8

(9.41)

21

(24.71)

70.59 I 16

(57.14)

5

(17.86)

7

(25.00)

66.07 I

2 Own house 16

(18.82)

0

(0.00)

69

(81.18)

18.82 V 7

(25.00)

0

(0.00)

21

(75.00)

25.00 IV

3 Division / department 29

(34.12)

12

(14.12)

44

(51.76)

41.18 III 6

(21.43)

4

(14.29)

18

(64.28)

28.57 III

4 Private cyber cafe 29

(34.12)

17

(20.00)

39

(45.88)

44.12 II 12

(42.86)

5

(17.86)

11

(39.28)

51.79 II

5 Hostel (own) 13

(15.29)

8

(9.41)

64

(75.30)

20.00 IV 0

(0.00)

0

(0.00)

28

(100.00)

0.00 VI

6 Friends and relatives

home

0

(0.00)

5

(5.88)

80

(94.12)

2.94 VI 0

(0.00)

1

(3.57)

27

(96.43)

1.79 V

rs = 0.9642** rs = Rank correlation t = 0.828 **significant at 1% level Figures in parenthesis indicate percentage

Table 5.2.4: Frequency of Internet use of internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto 1 hours

Upto 2 to 3 hours

Above 3 hours

Total Upto 1 hours

Upto 2 to 3 hours

Above 3 hours

Total

1 Everyday 25 (56.82)

15 (34.09)

4 (9.09)

44 (51.76)

9 (60.00)

4 (26.67)

2 (13.33)

15 (53.57)


8 (36.36)

3 (13.64)

22 (25.88)

3 (50.00)

2 (33.33)

1 (16.67)

6 (21.43)

3 Twice in a week 3 (75.00)

1 (25.00)

0 (0.00)

4 (4.71)

2 (100.00)

0 (0.00)

0 (0.00)

2 (7.14)

4 Once in fortnight 0 (0.00)

3 (100.00)

0 (0.00)

3 (3.53)

0 (0.00)

2 (100.00)

0 (0.00)

1 (7.14)

5 Once in a month 5 (83.33)

0 (0.00)

1 (16.67)

6 (7.06)

1 (100.00)

0 (0.00)

0 (0.00)

2 (3.57)

6 On occasions 3 (50.00)

3 (50.00)

0 (0.00)

6 (7.06)

2 (100.00)

0 (0.00)

0 (0.00)

2 (7.14)

7 Never 0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

Calculated X2 = 0.418NS X2 –tab value at 5 per cent level of significance = 12.592 d.f. = 6 NS= Non significant

Figures in parenthesis indicate percentage

Table 5.2.5: Purpose of internet use of internet utilizing male and female agricultural students N= 113

S.

No

Category Male students (N =85) Female students (N=28)

Mostly

(2)

Some

time (1)

Never

(0)

MPS Rank Mostly

(2)

Some time

(1)

Never

(0)

MPS Rank

1 To collect information for class

assignments

57

(67.06)

19

(22.35)

9

(10.59)

78.24 IV 17

(60.71)

6

(21.43)

5

(17.86)

71.43 III

2 To collect information for research

references

19

(22.35)

60

(70.59)

6

(7.06)

57.65 IX 11

(39.29)

14

(50.00)

3

(10.71)

64.29 V

3 To send research articles for

publication in research journals

26

(30.59)

19

(22.35)

40

(47.06)

41.76 XI 10

(35.71)

6

(21.43)

12

(42.86)

46.43 X

4 To collect information for abroad

studies

23

(27.06)

10

(11.76)

52

(61.18)

32.94 XIV 6

(21.43)

6

(21.43)

16

(57.14)

32.14 XIV

5 To collect information for higher

studies

55

(64.71)

10

(11.76)

20

(23.53)

70.59 VI 16

(57.14)

4

(14.29)

8

(28.57)

64.29 V

6 To collect information to attend seminar / conferences etc.

14 (16.47)

16 (18.82)

55 (64.71)

25.88 XVI 6 (21.43)

7 (25.00)

15 (53.57)

33.93 XIII

7 Searching useful sites for career

development

66

(77.65)

16

(18.82)

3

(3.53)

87.06 II 20

(71.43)

5

(17.86)

3

(10.71)

80.36 II

8 For preparation of competitive exams 40

(47.06)

20

(23.53)

25

(29.41)

58.82 VIII 8

(28.57)

9

(32.14)

11

(39.29)

44.64 XI

9 For generating self employment 16 (18.82)

18 (21.18)

51 (60.00)

29.41 XV 5 (17.86)

6 (21.43)

17 (60.71)

28.57 XV

10 To send application for job 27

(31.77)

39

(45.88)

19

(22.35)

54.71 X 13

(46.43)

12

(42.86)

3

(10.71)

67.86 IV

11 For entertainment 45

(52.94)

15

(17.65)

25

(29.41)

61.76 VII 11

(39.29)

8

(28.57)

9

(32.14)

53.57 IX

Cont.d…

12 E-mail to friends and relatives 66

(77.65)

17

(20.00)

2

(2.35)

87.65 I 22

(78.58)

3

(10.71)

3

(10.71)

83.93 I

13 Chatting 22

(25.88)

21

(24.71)

42

(49.41)

38.24 XIII 3

(10.71)

2

(7.14)

23

(82.14)

14.29 XVII

14 Just for time pass 6

(7.06)

25

(29.41)

54

(63.53)

21.76 XVIII 0

(0.00)

6

(21.43)

22

(78.57)

10.71 XVIII

15 For matrimonial purpose 8

(9.41)

18

(21.18)

59

(69.41)

20.00 XIX 0

(0.00)

4

(14.29)

24

(85.71)

7.14 XIX

16 For sending message (53

62.35)

17

(20.00)

15

(17.65)

72.35 V 14

(50.00)

7

(25.00)

7

(25.00)

62.50 VIII

17 For telephony communication 4

(4.71)

14

(16.47)

67

(78.82)

12.94 XX 0

(0.00)

3

(10.71)

25

(89.29)

5.36 XX

18 To send or receive E-mails 59

(69.41)

18

(21.18)

8

(9.41)

80.00 III 14

(50.00)

8

(28.57)

6

(21.43)

64.29 V

19 To develop own website 0

(0.00)

3

(3.53)

82

(96.47)

1.76 XXI 0

(0.00)

0

(0.00)

28

(100.00)

0.00 XXI

20 To satisfy curiosity 11

(12.94)

19

(22.35)

55

(64.71)

24.12 XVII 3

(10.71)

4

(14.29)

21

(75.00)

17.86 XVI

21 To collect information’s to class

notes

21

(24.71)

26

(30.59)

38

(44.70)

40.00 XII 8

(28.57)

9

(32.14)

11

(39.29)

44.64 XI

rs = Rank correlation rs = 0.4202 NS NS = Non signifiant t = 1.9610 Figures in parenthesis indicate percentage

Table 5.2.7: Frequency of e-mail use of internet utilizing male and female agricultural students N= 113 S. No.

Category Male students (N =85) Female students (N=28) Upto 1 hour (1)

Upto 2-3 hour (2)

More than 3 hour (3)

Total Upto 1 hour (1)

Upto 2-3 hour (2)

More than 3 hour (3)

Total

1 Everyday 13 (36.11)

16 (44.44)

7 (19.44)

36 (42.35)

2 (16.67)

6 (50.00)

4 (33.33)

12 (42.86)


7 (31.82)

5 (22.73)

22 (25.88)

5 (45.45)

4 (36.36)

2 (18.18)

11 (39.29)


0 (0.00)

4 (100.00)

4 (4.71)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)


0 (0.00)

3 (100.00)

3 (3.53)

0 (0.00)

0 (0.00)

3 (100.00)

3 (10.71)


0 (0.00)

4 (80.00)

5 (5.88)

1 (50.00)

0 (0.00)

1 (50.00)

2 (7.14)


6 (40.00)

5 (33.33)

15 (17.65)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

7 Never 0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)

Calculated X2 = 9.66NS X2 –tab value at 5 per cent level of significance = 12.592 d.f. = 6 NS= Non significant Figures in parenthesis indicate percentage

Table 5.2.10: Frequency of Chatting of internet utilizing male and female agricultural students

N= 113

S. No.

Category Male students (N =85) Female students (N=28) Upto 1 hour (1)

Upto 2-3 hour (2)

More than 3 hour

(3)

Total Upto 1 hour (1)

Upto 2-3 hour (2)

More than 3 hour

(3)

Total

1 Everyday 13 (81.25)

3 (18.75)

0 (0.00)

16 (18.82)

3 (100.00)

0 (0.00)

0 (0.00)

3 (10.71)


8 (36.36)

3 (13.64)

22 (25.88)

4 (80.00)

1 (20.00)

0 (0.00)

5 (17.86)


1 (25.00)

0 (0.00)

4 (4.71)

0 (0.00)

2 (100.00)

0 (0.00)

2 (7.14)


2 (50.00)

0 (0.00)

4 (4.71)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)


0 (0.00)

0 (0.00)

3 (3.53)

0 (0.00)

0 (0.00)

0 (0.00)

0 (0.00)


1 (16.67)

0 (0.00)

6 (7.06)

2 (66.67)

1 (33.33)

0 (0.00)

3 (10.71)

7 Never 0 (0.00)

0 (0.00)

0 (0.00)

30 (35.29)

0 (0.00)

0 (0.00)

0 (0.00)

15 (53.57)

Calculated X2 = 6.05NS X2 –tab value at 5 per cent level of significance = 12.592 d.f. = 6 NS= Non significant


Table 5.2.11 : Use of different search-engines by internet utilizing male and female agricultural students N= 113

S. No. Category Male students (N =85) Female students (N=28)

Mostly (2)

Some times (1)

Never (0)

MPS Rank Mostly (2)

Some times (1)

Never (0)

MPS Rank

1 Google 72 (84.71)

11 (12.94)

2 (2.35) 91.18

I 23 (82.14)

5 (17.86)

0 (0.00) 91.07

I

2 Yahoo 66 (77.65)

11 (12.94)

8 (9.41) 84.12

III 23 (82.14)

2 (7.14)

3 (10.71) 85.71

II

3 Ask jeeves 15 (17.65)

27 (31.76)

43 (50.59) 33.53

VIII 7 (25.00)

9 (32.14)

12 (42.86) 41.07

VII

4 Alta vista 11 (12.94)

19 (22.35)

55 (64.71) 24.12

IX 3 (10.71)

8 (28.57)

17 (60.71) 25.00

X

5 Lycos 8 (9.41)

11 (12.94)

66 (77.65) 15.88

XI 2 (7.14)

6 (21.43)

20 (71.43) 17.86

XII

6 Info seek 12 (14.12)

7 (8.23)

66 (77.65) 18.24

X 6 (21.43)

5 (17.86)

17 (60.72) 30.36

IX

7 Netscape 4 (4.71)

10 (11.76)

71 (83.53) 10.59

XIII 1 (3.57)

5 (17.86)

22 (78.57) 12.50

XIII

8 Khoj 18 (21.18)

25 (29.41)

42 (49.41) 35.88

VII 8 (28.57)

7 (25.00)

13 (46.43) 41.07

VII

9 Rediff 62 (72.94)

21 (24.71)

2 (2.35) 85.29

II 21 (75.00)

5 (17.86)

2 (7.14) 83.93

III

10 India times 29 (34.12)

36 (42.35)

20 (23.53) 55.29

V 9 (32.14)

11 (39.29)

8 (28.57) 51.79

V

11 Vibisimo 0 (0.00)

13 (15.29)

72 (84.71) 7.65

XIV 0 (0.00)

6 (21.43)

22 (78.57) 10.71

XIV

12 Bing 10 (11.76)

7 (8.24)

68 (80.00) 15.88

XI 5 (17.86)

4 (14.28)

19 (67.86) 25.00

X

13 MSN 24 (28.24)

33 (38.82)

28 (32.94) 47.65

VI 7 (25.00)

15 (53.57)

6 (21.43) 51.79

V

14 Live 37 (43.53)

31 (36.47)

17 (20.00) 61.76

IV 12 (42.86)

12 (42.86)

4 (14.28) 64.29

IV

15 Any other 0 (0.00)

0 (0.00)

0 (0.00) 0.00

XV 0 (0.00)

0 (0.00)

0 (0.00) 0.00

XV

rs = 0.9535** t = 11.4116 rs = Rank correlation **significant at 1% level of significance Figures in parenthesis indicate percentage

Table 5.2.14 : Preference of Internet on other media for getting information by internet utilizing male and female

agricultural students N= 113

S. No.


Most preferred

(3)

Preferred

(2)

Less preferred

(1)

Not preferred

(0)

MPS Rank Most preferred

(3)

Preferred

(2)

Less preferred

(1)

Not preferred

(0)

MPS Rank

1 Radio 0

(0.00)

4

(4.71)

38

(44.70)

43

(50.59)

18.04 VII 0

(0.00)

2

(7.14)

11

(39.29)

15

(53.57)

17.86 IX

2 Newspaper 55

(64.71)

24

(28.23)

6

(7.06)

0

(0.00)

85.88 III 18

(64.29)

7

(25.00)

3

(10.71)

0

(0.00)

84.52 II

3 Television 23

(27.06)

40

(47.06)

18

(21.18)

4

(4.70)

65.49 IV 10

(35.72)

9

(32.14)

9

(32.14)

0

(0.00)

67.86 IV

4 Magazine 14

(16.47)

33

(38.83)

22

(25.88)

16

(18.82)

50.98 V 5

(17.86)

9

(32.14)

8

(28.57)

6

(21.43)

48.81 V

5 Exhibition 1

(1.18)

9

(10.58)

18

(21.18)

57

(67.06)

15.29 VIII 1

(3.57)

5

(17.86)

7

(25.00)

15

(53.57)

23.81 VII

6 Posters/ charts 7

(8.24)

10

(11.76)

22

(25.88)

46

(54.12)

24.71 VI 3

(10.71)

6

(21.43)

7

(25.00)

12

(42.86)

33.33 VI

7 Kisan mela 0

(0.00)

7

(8.24)

21

(24.70)

57

(67.06)

13.73 IX 0

(0.00)

4

(14.28)

11

(39.29)

13

(46.43)

22.62 VIII

8 Internet 67

(78.82)

18

(21.18)

0

(0.00)

0

(0.00)

92.94 I 19

(67.86)

6

(21.43)

3

(10.71)

0

(0.00)

85.71 I

9 Face to face

communication

62

(72.94)

18

(21.18)

5

(5.88)

0

(0.00)

89.02 II 15

(53.57)

10

(35.72)

3

(10.71)

0

(0.00)

80.95 III

rs = 9444** t =7.6026 rs = Rank correlation **significant at 1% level of significance


Table 5.2.15: Browsing techniques for getting required information from the Internet by internet utilizing male and female

agricultural students N= 113

S. No

Category Male students (N =85) Female students (N=28) Mostly

(2) Some

times (1) Never

(0) MPS Rank Mostly

(2) Some

times (1) Never

(0) MPS Rank

1 Type the web address directly 54

(63.53)

27

(31.76)

4

(4.71)

79.41 II 12

(42.86)

12

(42.86)

4

(14.28)

64.29 II

2 Use search engines 63

(74.12)

22

(25.88)

0

(0.00)

87.06 I 21

(75.00)

7

(25.00)

0

(0.00)

87.50 I

3 Use subscription database 13

(15.29)

18

(21.18)

54

(63.53)

25.88 IV 11

(39.29)

6

(21.42)

11

(39.29)

50.00 III

4 Printed-advertisements Newspapers, Magazines etc.

35

(41.18)

18

(21.18)

32

(37.64)

51.76 III 8

(28.57)

5

(17.86)

15

(53.57)

37.50 IV

rs = 0.9861 t = 15.7086** rs = Rank correlation **significant at 1% level of significance


Table 5.2.18 : Preference of timing of access to internet by internet utilizing male and female agricultural students

N= 113

S.

No


Morning Noon Evening Night Total Morning Noon Evening Night Total

1 College library 24

(36.92)

41

(63.08)

0

(0.00)

0

(0.00)

65

(76.47)

5

(25.00)

15

(75.00)

0

(0.00)

0

(0.00)

20

(71.43)

2 Own house 0

(0.00)

0

(0.00)

5

(31.25)

11

(68.75)

16

(18.82)

0

(0.00)

0

(0.00)

0

(0.00)

7

(100.00)

7

(25.00)

3 Division / Department 28

(71.79)

11

(28.21)

0

(0.00)

0

(0.00)

39

(45.88)

9

(75.00)

3

(25.00)

0

(0.00)

0

(0.00)

12

(42.86)

4 Private cyber cafe 6

(13.04)

0

(0.00)

32

(69.57)

8

(17.39)

46

(54.12)

1

(5.88)

0

(0.00)

12

(70.59)

4

(23.53)

17

(60.71)

5 Hostel 3

(15.00)

0

(0.00)

3

(15.00)

14

(70.00)

20

(23.53)

0

(0.00)

0

(0.00)

1

(100.00)

0

(0.00)

1

(3.57)

6 Friends and relatives home 0

(0.00)

0

(0.00)

5

(100.00)

0

(0.00)

5

(5.88)

0

(0.00)

0

(0.00)

1

(100.00)

0

(0.00)

1

(3.57)

Calculated X2 = 5.32NS X2 –tab value at 5 per cent level of significance = 11.070 d.f. = 5 NS= Non significant Figures in parenthesis indicate percentage

Table 5.3.1: Effect of internet utilization on the academic performance of the male and female agricultural students

N = 113

S. No.


SA (5) A (4) N (3) DA (2) SDA (1)

MPS Rank SA (5) A (4) N (3) DA (2) SDA (1)

MPS Rank

1 Internet facilitates to retrieve latest information through number of sources found

45 (52.94)

35 (41.18)

4 (4.71)

1 (1.18)

0 (0.00)

89.18 II 14 (50.00)

10 (35.71)

2 (7.14)

2 (7.14)

0 (0.00)

85.71 III

2 Due to Internet usage, there is a decrease in actual study- hours and live discussions with friends

12 (14.12)

15 (17.65)

20 (23.53)

33 (38.82)

5 (5.88)

59.06 IX 4 (14.29)

6 (21.43)

5 (17.86)

11 (39.29)

2 (7.14)

59.29 IX

3 Internet facilitates saving in terms of time and energy looking for information

41 (48.24)

40 (47.06)

2 (2.35)

2 (2.35)

0 (0.00)

88.24 III 14 (50.00)

12 (42.86)

1 (3.57)

1 (3.57)

0 (0.00)

87.86 I

4 Internet services are cost-effective

21 (24.71)

43 (50.59)

15 (17.65)

4 (4.71)

2 (2.35)

78.12 V 5 (17.86)

14 (50.00)

5 (17.86)

2 (7.14)

2 (7.14)

72.86 VI

5 Due to Internet usage there is a decrease in frequency of reading printed materials like books, journals, news papers, etc

9 (10.59)

23 (27.06)

16 (18.82)

29 (34.12)

8 (9.41)

59.06 IX 5 (17.86)

7 (25.00)

3 (10.71)

10 (35.71)

3 (10.71)

60.71 VIII

6 Internet services facilitate

improvement in systems of communication

47 (55.29)

35 (41.18)

3 (3.53)

0 (0.00)

0 (0.00)

90.35 I 14 (50.00)

11 (39.29)

3 (10.71)

0 (0.00)

0 (0.00)

87.86 I

7 The Internet had a positive impact on academic experience in general

35 (41.18)

39 (45.88)

9 (10.59)

2 (2.35)

0 (0.00)

85.18 IV 12 (42.86)

10 (35.71)

4 (14.29)

2 (7.14)

0 (0.00)

82.86 IV

8 Due to Internet usage there is a decrease in frequency of visit to library as well as preparation of hand-written notes.

15 (17.65)

25 (29.41)

9 (10.59)

29 (34.12)

7 (8.24)

62.82 VIII 5 (17.86)

6 (21.43)

5 (17.86)

7 (25.00)

5 (17.86)

59.29 IX

9 Internet improved the professional competence of the students

17 (20.00)

18 (21.18)

18 (21.18)

25 (29.41)

7 (8.24)

63.06 VII 5 (17.86)

6 (21.43)

5 (17.86)

11 (39.29)

1 (3.57)

62.14 VII

10 Internet expedited the research process conducted by the students

29 (34.12)

23 (27.06)

19 (22.35)

14 (16.47)

0 (0.00)

75.76 VI 10 (35.71)

8 (28.57)

6 (21.43)

4 (14.29)

0 (0.00)

77.14 V

rs = 0.9357** t = 7.5025 rs = Rank correlation **significant at 1% level of significance

SA = Strongly agree; A= Agree, N=Netural; DA= Disagree; SDA=Strongly disagree Figures in parenthesis indicate percentage

Table: 5.3.2 Effect of internet utilization on the non academic performance of the male and female agricultural students N=113 S. No.

Category Male students (N =85) Female students (N=28) SA (5) A (4) N (3) DA (2) SDA

(1) MPS Rank SA (5) A (4) N (3) DA (2) SDA

(1) MPS Rank

1 Internet

services

facilitate to

maintain a wide

circle of friends

31 (36.47)

41 (48.24)

7 (8.24)

5 (5.88)

1 (1.18)

82.59 I 8 (28.57)

15 (53.57)

3 (10.71)

0 (0.00)

2 (7.14)

79.29 I

2 Internet use

disturbs the

“live” social interaction with

friends

4 (4.71)

21 (24.71)

10 (11.76)

42 (49.41)

8 (9.41)

53.18 IV 2 (7.14)

5 (17.86)

3 (10.71)

15 (53.57)

3 (10.71)

51.43 V

3 Due to Internet

use, there is a

decrease in my

participation in

the extra

curricular

activities at the

college/

university level

3 (3.53)

10 (11.76)

9 (10.59)

58 (68.24)

5 (5.88)

47.76 VI 1 (3.57)

5 (17.86)

3 (10.71)

16 (57.14)

3 (10.71)

49.29 VI

4 Due to Internet

use, I get

health-related

problems like

eye-pain, back-

pain neck-pain

and head ache,

etc.

9 (10.59)

23 (27.06)

15 (17.65)

29 (34.12)

9 (10.59)

58.59 III 4 (14.29)

9 (32.14)

5 (17.86)

7 (25.00)

3 (10.71)

62.86 II

5 Internet use

has disturbed

my sleeping-

pattern

erratically.

5 (5.88)

16 (18.82)

14 (16.47)

45 (52.94)

5 (5.88)

53.18 IV 2 (7.14)

5 (17.86)

5 (17.86)

14 (50.00)

2 (7.14)

53.57 IV

6 Internet use

has increased

my

dependency on

Internet

18 (21.18)

26 (30.59)

9 (10.59)

22 (25.88)

10 (11.76)

64.71 II 7 (25.00)

6 (21.43)

3 (10.71)

6 (21.43)

6 (21.43)

61.43 III

rs = 0.9821** t = 10.4407 rs = Rank correlation **significant at 1% level of significance SA = Strongly agree; A= Agree, N=Netural; DA= Disagree; SDA=Strongly disagree


Table -5.5.1: Physical constraints faced by the internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank

A. Physical constraints 1. Inadequate availability of computer

and Internet facilities

40

(47.06)

31

(36.47)

14

(16.47)

76.86 I 14

(50.00)

9

(32.14)

5

(17.86)

77.38 III

2. Inadequate accessibility to Internet

services

21

(24.70)

35

(41.18)

29

(34.12)

63.53 III 13

(46.43)

12

(42.86)

3

(10.71)

78.57 II

3. Lack of adequate infrastructure

facilities

30

(35.29)

35

(41.18)

20

(23.53)

70.59 II 17

(60.72)

8

(28.57)

3

(10.71)

83.33 I

4. Lack of knowledge about

availability of Internet source

16

(18.82)

39

(45.88)

30

(35.30)

61.18 IV 8

(28.57)

13

(46.43)

7

(25.00)

67.86 IV

rs = 0.9732* t = 5.9866 rs = Rank correlation *Significant at 5% level of significance Figures in parenthesis indicate percentage

Table -5.5.2: Technical constraints faced by the internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank

B Technical constraints 1 Slow access speed 33

(38.82) 39

(45.88) 13

(15.30) 74.51 I 19

(67.86) 7

(25.00) 2

(7.14) 86.90 I

2 Server breakdown 13 (15.29)

13 (15.29)

59 (69.42)

48.63 VII 4 (14.28)

5 (17.86)

19 (67.86)

48.81 VII

3 Electricity failure 17 (20.00)

31 (36.47)

37 (43.53)

58.82 IV 7 (25.00)

5 (17.86)

16 (57.14)

55.95 VI

4 On-line advertisements distract attention

17 (20.00)

12 (14.12)

56 (65.88)

51.37 VI 9 (32.14)

7 (25.00)

12 (42.86)

63.10 IV

5 Virus threats 23 (27.06)

25 (29.41)

37 (43.53)

61.18 III 18 (64.29)

7 (25.00)

3 (10.71)

84.52 II

6 Opening of pop-up mails 14 (16.47)

25 (29.41)

46 (54.12)

54.12 V 6 (21.43)

9 (32.14)

13 (46.43)

58.33 V

7 Privacy problem 6 (7.06)

10 (11.76)

69 (81.18)

41.96 VIII 3 (10.71)

2 (7.14)

23 (82.15)

42.86 VIII

8 Takes more time to download/ view pages

29 (34.12)

24 (28.23)

32 (37.65)

65.49 II 10 (35.71)

8 (28.58)

10 (35.71)

66.67 III

rs = 0.9466** t = 7.1792 rs = Rank correlation **Significant at 1% level of significance Figures in parenthesis indicate percentage

Table -5.5.3: Economic constraints faced by the internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank

C Economic constraints 1 Availability of Internet facility at

higher price

13

(15.29)

15

(17.65)

57

(67.06)

49.41 II 6

(21.43)

8

(28.57)

14

(50.00)

57.14 I

2 Variations in charges demanded at

different cyber cafes

15

(17.65)

18

(21.18)

52

(61.17)

52.16 I 4

(14.28)

5

(17.86)

19

(67.86)

48.81 II

3 High cost of Internet training 10

(11.76)

15

(17.65)

60

(70.59)

47.06 III 3

(10.71)

3

(10.71)

22

(78.58)

44.05 III

rs = 0.9940 NS t = 9.1241 rs = Rank correlation NS = Non-significant Figures in parenthesis indicate percentage

Table -5.5.4: Operational constraints faced by the internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank

D Operational constraints 1 Lack of adequate knowledge about

hard wares, softwares and Internet

explorer

21

(24.70)

24

(28.24)

40

(47.06)

59.22 II 7

(25.00)

9

(32.14)

12

(42.86)

60.71 II

2 Difficulty in finding out relevant

information

14

(16.47)

12

(14.12)

59

(69.41)

49.02 III 5

(17.86)

4

(14.28)

19

(67.86)

50.00 IV

3 Lack of knowledge about paid and

un-paid sites

14

(16.47)

11

(12.94)

60

(70.59)

48.63 IV 6

(21.43)

8

(28.57)

14

(50.00)

57.14 III

4. Lack of Internet oriented education

and training

37

(43.53)

34

(40.00)

14

(16.47)

75.69 I 12

(42.86)

9

(32.14)

7

(25.00)

72.62 I

5 Overload of information on Internet 5

(5.88)

12

(14.12)

68

(80.00)

41.96 V 2

(7.14)

3

(10.71)

23

(82.15)

41.67 V

rs = 0.9892** t = 11.7368 rs = Rank correlation **Significant at 1% level of significance Figures in parenthesis indicate percentage

Table -5.5.5: Psychological constraints faced by the internet utilizing male and female agricultural students N=113 S.No. Category Male students (N =85) Female students (N=28)

Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank Upto high

extent (2)

Upto medium extent

(1)

Upto low

extent (0)

MPS Rank

E Psychological constraints 1. Lack of free time to use Internet 6

(7.06)

15

(17.65)

64

(75.29)

43.92 I 3

(10.71)

3

(10.71)

22

(78.58)

44.05 I

2 Lack of interest to use Internet 3

(3.53)

5

(5.88)

77

(90.59)

37.65 III 1

(3.57)

6

(21.43)

21

(75.00)

42.86 II

3 Unfavorable attitude of seniors

and family members

6

(7.06)

13

(15.29)

66

(77.65)

43.14 II 1

(3.57)

0

(0.00)

27

(96.43)

35.71 III

rs = 0.9940 NS t = 9.1241 rs = Rank correlation NS = Non-significant Figures in parenthesis indicate percentage

Table 5.4.1 Association of age of internet utilizing male and female agricultural students with their internet

utilization N=113

S.

No.

Category Male students (N=85) Female students (N=28)

Low Medium High Total Low Medium High Total

(i) 20 years 5

(3.35)

12

(12.96)

2

(2.68)

19

(22.35)

1

(1.29)

8

(6.75)

0

(0.96)

9

(32.14)

(ii) 20 to 25 years 7

(7.59)

30

(29.34)

6

(6.07)

43

(50.59)

1

(1.43)

8

(7.50)

1

(1.07)

10

(35.71)

(iii) Above 25 years 3

(4.06)

16

(15.69)

4

(3.25)

23

(27.06)

2

(1.29)

5

(6.75)

2

(0.96)

9

(32.14)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 1.57 NS X2 = 3.38 NS


Table 5.4.2 Association of marital status of internet utilizing male and female agricultural students with their

internet utilization N=113

S.

No.



(i) Unmarried 8

(8.65)

33

(33.44)

8

(6.92)

49

(57.65)

2

(0.29)

8

(1.50)

2

(0.21)

(12

42.86)

(ii) Married 7

(6.35)

25

(24.56)

4

(5.08)

36

(42.35)

(2

0.14)

13

(0.75)

1

(0.11)

16

(57.14)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 5.79 NS X2 = 2.08 NS


Table 5.4.3 Association of educational qualification of internet utilizing male and female agricultural students

with their internet utilization N=113

S.

No.



(i) B.Sc. 11

(8.29)

35

(32.07)

1

(6.64)

47

(55.29)

2

(12.75)

15

(1.82)

0

(2.43)

17

(60.71)

(ii) M.Sc. 4

(4.76)

15

(18.42)

8

(3.81)

27

(31.76)

0

(5.25)

4

(0.75)

3

(1.00)

7

(25.00)

(iii) Ph.D. 0

(1.94)

8

(7.51)

3

(1.55)

11

(12.94)

2

(3.00)

2

(0.43)

0

(0.57)

4

(14.29)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 14.62** C value = 0.3830

X2 = 14.68** C value = 0.5864

X2 –tab value at 1 per cent level of significance = 13.277 d.f. = 4 ** significant at 1 per cent level of significance Figures in parenthesis indicate percentage

Table 5.4.4 Association of Academic achievement (OGPA) of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.



(i) < 5.0 7

(4.24)

15

(16.38)

2

(3.39)

24

(28.24)

3

(1.71)

9

(9.00)

0

(1.29)

12

(42.86)

(ii) 5.00 to 6.49 5

(9.18)

40

(35.48)

7

(7.34)

52

(61.18)

0

(1.57)

8

(8.25)

3

(1.18)

11

(39.29)

(iii) 6.50 to 7.49 3

(1.59)

3

(6.14)

3

(1.27)

9

(10.59)

1

(0.71)

4

(3.75)

0

(0.54)

5

(17.86)

(iv) 7.5 and above 0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 10.19 NS X2 = 7.31NS


Table 5.4.5 Association of Education of father of internet utilizing male and female agricultural students with

their internet utilization N=113

S.

No.

Male students (N=85) Female students (N=28)


(i) Illiterate 1 (1.24)

5 (4.78)

1 (0.99)

7 (8.24)

0 (0.86)

5 (4.50)

1 (0.64)

6 (21.43)

(ii) Up to primary 1 (0.53)

2 (2.05)

0 (0.42)

3 (3.53)

0 (0.43)

2 (2.25)

1 (0.32)

3 (10.71)

(iii) Up to secondary 2 (1.59)

5 (6.14)

2 (1.27)

9 (10.59)

2 (0.57)

1 (3.00)

1 (0.43)

4 (14.29)

(iv) Up to Senior secondary 4 (1.24)

2 (4.78)

1 (0.99)

7 (8.24)

0 (0.43)

3 (2.25)

0 (0.32)

3 (10.71)

(v) Above senior secondary and below graduation

4 (7.06)

30 (27.29)

6 (5.65)

40 (47.06)

1 (1.00)

6 (5.25)

0 (0.75)

7 (25.00)

(vi) Graduation and above 3 (3.35)

14 (12.96)

2 (2.68)

19 (22.35)

1 (0.71)

4 (3.75)

0 (0.54)

5 (17.86)

Total 15 (17.65)

58 (68.23)

12 (14.12)

85 (100.00)

4 (14.29)

21 (75.00)

3 (10.71)

28 (100.00)

X2 = 9.43 NS X2 = 8.66 NS


Table 5.4.6 Association of Education of mother of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.

Male students (N=85) Female students (N=28)


(i) Illiterate 1 (1.94)

9 (7.51)

1 (1.55)

11 (12.94)

0 (0.86)

5 (4.50)

1 (0.64)

6 (21.43)

(ii) Up to primary 3 (1.94)

7 (7.51)

1 (1.55)

11 (12.94)

0 (0.43)

2 (2.25)

1 (0.32)

3 (10.71)

(iii) Up to secondary 2 (1.41)

5 (5.46)

1 (1.13)

8 (9.41)

2 (0.57)

1 (3.00)

1 (0.43)

4 (14.29)

(IV) Up to Senior secondary

1 (1.24)

4 (4.78)

2 (0.99)

7 (8.24)

0 (0.43)

3 (2.25)

0 (0.32)

3 (10.71)

(V) Above senior secondary and below graduation

6 (6.00)

22 (23.20)

6 (4.80)

34 (40.00)

1 (1.00)

6 (5.25)

0 (0.75)

7 (25.00)

(VI) Graduation and above

2 (2.47)

11 (9.55)

1 (1.98)

14 (16.47)

1 (0.71)

4 (3.75)

0 (0.54)

5 (17.86)

Total 15 (17.65)

58 (68.23)

12 (14.12)

85 (100.00)

4 (14.29)

21 (75.00)

3 (10.71)

28 (100.00)

X2 = 3.26 NS X2 = 8.66 NS


Table 5.4.7 Association of occupation of father of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.



(i) Service 4

(3.18)

13

(12.28)

1

(2.54)

18

(21.18)

1

(0.71)

3

(3.75)

1

(0.54)

5

(17.86)

(ii) Business 4

(2.12)

7

(8.19)

1

(1.69)

12

(14.12)

1

(0.86)

4

(4.50)

1

(0.64)

6

(21.43)

(iii) Agriculture 7

(9.71)

38

(37.53)

10

(7.76)

55

(64.71)

2

(2.43)

14

(12.75)

1

(1.82)

17

(60.71)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 4.72 NS X2 = 1.51 NS


Table 5.4.8 Association of native place of internet utilizing male and female agricultural students with their


S.

No.



(i) Rural 13

(10.41)

42

(40.26)

4

(8.33)

59

(69.41)

0

(2.43)

16

(12.75)

1

(1.82)

17

(60.71)

(ii) Urban 2

(4.59)

16

(17.74)

8

(3.67)

26

(30.59)

4

(1.57)

5

(8.25)

2

(1.18)

11

(39.29)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 9.71** C value = 0.3201

X2 = 9.23** C value = 0.4979

X2 –tab value at 1 per cent level of significance = 9.210 d.f. = 2 ** significant at 1 per cent level of significance Figures in parenthesis indicate percentage

Table 5.4.9 Association of type of family of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.



(i) Nuclear family 5

(5.29)

21

(20.47)

4

(4.24)

30

(35.29)

0

(1.14)

7

(6.00)

1

(0.86)

8

(28.57)

(ii) Joint family 10

(9.71)

37

(37.53)

8

(7.76)

55

(64.71)

4

(2.86)

14

(15.00)

2

(2.14)

20

(71.43)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 0.96 NS X2 = 0.49 NS


Table 5.4.10 Association of size of family of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.



(i) Small family (up

to five members)

7

(6.18)

25

(23.88)

3

(4.94)

35

(41.18)

1

(1.86)

11

(9.75)

1

(1.39)

13

(46.43)

(ii) Big family (above

five members)

8

(8.82)

33

(34.12)

9

(7.06)

50

(58.82)

3

(2.14)

10

(11.25)

2

(1.61)

15

(53.57)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 1.57 NS X2 = 1.24 NS


Table 5.4.11 Association of family income of internet utilizing male and female agricultural students with their


S.

No.



(i) Up to 10000

8 (5.47)

15 (21.15)

8 (4.38)

31 (36.47)

1 (1.43)

6 (7.50)

3 (1.07)

10 (35.71)

(ii) 10000 to 25000

4 (6.71)

32 (25.93)

2 (5.36)

38 (44.71)

0 (1.29)

9 (6.75)

0 (0.96)

9 (32.14)

(iii) > 25000 3 (2.82)

11 (10.92)

2 (2.26)

16 (18.82)

3 (1.29)

6 (6.75)

0 (0.96)

9 (32.14)

Total 15 (17.65)

58 (68.23)

12 (14.12)

85 (100.00)

4 (14.29)

21 (75.00)

3 (10.71)

28 (100.00)

X2 = 10.62* C value = 0.3333

X2 = 10.23* C value = 0.5173

X2 –tab value at 5 per cent level of significance = 9.488 d.f. = 4 * significant at 5 per cent level of significance Figures in parenthesis indicate percentage

Table 5.4.12 Association of medium of instruction during school days of internet utilizing male and female

agricultural students with their internet utilization N=113

S.

No.



(i) Hindi 11

(12.18)

48

(47.08)

10

(9.74)

69

(81.18)

3

(3.00)

17

(15.75)

1

(2.25)

21

(75.00)

(ii) English 4

(2.82)

10

(10.92)

2

(2.26)

16

(18.82)

1

(1.00)

4

(5.25)

2

(0.75)

7

(25.00)

(iii) Others 0

0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

0

(0.00)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 0.73 NS X2 = 3.17 NS


Table 5.4.13 Association of training being extended by the college library of internet utilizing male and female


S.

No.



(i) Yes 5

(2.65)

6

(10.24)

4

(2.12)

15

(17.65)

2

(0.86)

2

(4.50)

2

(0.64)

6

(21.43)

(ii) No (10

12.35)

52

(47.76)

8

(9.88)

70

(82.35)

2

(3.14)

19

(16.50)

1

(2.36)

22

(78.57)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 6.70*

C value = 0.2702

X2 = 7.35*

C value = 0.4560


Table 5.4.14 Association of computer course studied to know use of internet by internet utilizing male and

female agricultural students with their internet utilization N=113

S.

No.



(i) Yes 3

(6.88)

32

(26.61)

4

(5.51)

39

(45.88)

0

(2.14)

12

(11.25)

3

(1.61)

15

(53.57)

(ii) No 12

(8.12)

26

(31.39)

8

(6.49)

46

(54.12)

4

(1.86)

9

(9.75)

0

(1.39)

13

(46.43)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 6.82*

C value = 0.2726

X2 = 7.32*

C value = 0.4553


* significant at 5 per cent level of significance


Table 5.4.15 Association of type of computer course studied to know use of internet by internet utilizing male

and female agricultural students with their internet utilization N=113

S.

No.



(i) Basic + Tally 3

(3.35)

14

(12.96)

2

(2.68)

19

(22.35)

1

(1.29)

8

(6.75)

0

(0.96)

9

(32.14)

(ii) DCA 3

(1.59)

3

(6.14)

3

(1.27)

9

(10.59)

1

(0.43)

1

(2.25)

1

(0.32)

3

(10.71)

(iii) C ++ 1

(0.71)

3

(2.73)

0

(0.56)

4

(4.71)

0

(0.14)

1

(0.75)

0

(0.11)

1

(3.57)

(iv) O level 0

(1.24)

3

(4.78)

4

(0.99)

7

(8.24)

2

(0.29)

0

(1.50)

0

(0.21)

2

(7.14)

(v) No course 8

(8.12)

35

(31.39)

3

(6.49)

46

(54.12)

0

(1.86)

11

(9.75)

2

(1.39)

13

(46.43)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 17.30* C value = 0.4112

X2 = 16.48* C value = 0.6087


Table 5.4.16 Association of Expertise in navigating web of internet utilizing male and female agricultural students with their internet utilization N=113

S.

No.



(i) Beginner 1

(2.65)

12

(10.24)

2

(2.12)

15

(17.65)

1

(0.86)

3

(4.50)

2

(0.64)

6

(21.43)

(ii) Intermediate 14

(8.47)

28

(32.75)

6

(6.78)

48

(56.47)

0

(1.86)

13

(9.75)

0

(1.39)

13

(46.43)

(iii) Advanced 0

(3.88)

18

(15.01)

4

(3.11)

22

(25.88)

3

(1.29)

5

(6.75)

1

(0.96)

9

(32.14)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 10.46* C value = 0.3309

X2 = 10.46* C value = 0.5215


Table 5.4.17 Association of Place of living at the time of education of internet utilizing male and female


S.

No.



(i) Non

hosteller

2

(1.76)

4

(6.82)

4

(1.41)

10

(11.76)

1

(0.71)

2

(3.75)

2

(0.54)

5

(17.86)

(ii) Hosteller 13

(13.24)

54

(51.18)

8

(10.59)

75

(88.24)

3

(3.29)

19

(17.25)

1

(2.46)

23

(82.14)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 6.74* C value = 0.2710

X2 = 6.00* C value = 0.4202


Table 5.4.18 : Association of wish to migrate abroad of education of internet utilizing male and female agricultural students with their internet utilization N =113

S. No. Category Male students (N=85) Female students (N=28)


(i) No wish to go abroad 9

(3.88)

9

(15.01)

4

(3.11)

22

(25.88)

1

(1.86)

12

(9.75)

0

(1.39)

13

(46.43)

(ii) Wish to go abroad for study 2

(1.76)

6

(6.82)

2

(1.41)

10

(11.76)

1

(1.43)

8

(7.50)

1

(1.07)

10

(35.71)

(iii) Wish to go abroad for settling 4

(9.35)

43

(36.16)

6

(7.48)

53

(62.35)

2

(0.71)

1

(3.75)

2

(0.54)

5

(17.86)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 14.44** C value = 0.3810

X2 = 10.81* C value = 0.5277

X2 –tab value at 1 per cent level of significance = 13.277 d.f. = 4 X2 –tab value at 5 per cent level of significance = 9.488 ** significant at 1 per cent level of significance * significant at 5 per cent level of significance Figures in parenthesis indicate percentage

Table 5.4.19 : Association of wish to get higher academic degree of internet utilizing male and female agricultural students with their internet utilization N=113

S. No. Category Male students (N=85) Female students (N=28)


(i) Willing to have next degree 12

(10.76)

43

(41.62)

6

(8.61)

61

(71.76)

3

(2.57)

14

(13.50)

1

(1.93)

18

(64.29)

(ii) Not willing to have next degree 3

(4.24)

15

(16.38)

6

(3.39)

24

(28.24)

1

(1.43)

7

(7.50)

2

(1.07)

10

(35.71)

Total 15

(17.65)

58

(68.23)

12

(14.12)

85

(100.00)

4

(14.29)

21

(75.00)

3

(10.71)

28

(100.00)

X2 = 3.46 NS X2 = 1.50 NS


NS = Non significant

Internet Utilization Behaviour of Agricultural Students ... - Thesis

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