A STUDY TO INVESTIGATE HOW INTERNET USAGE AMONG STUDENTS IN PROJECT ELICITATION.

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TABLE OF CONTENTS
CHAPTER ONE ...............................................................................................................................................3
1.0 BACKGROUND OF THE STUDY.................................................................................................3
1.1 Introduction ........................................................................................................................................3
1.2 ORIGIN OF THE INTERNET.......................................................................................................................3
1.3 History of the Future..........................................................................................................................6
1.3.1 Background of Maasai Mara University.......................................................................................9
1.4 Statement of the problem. ..............................................................................................................10
1.5 Research Questions.........................................................................................................................11
1.6 Objectives of the study....................................................................................................................11
1.7 Significance of the study.................................................................................................................11
1.8 Limitation and Scope of the study.................................................................................................12
CHAPTER TWO: LITERATURE REVIEW.........................................................................................................13
2.1 Introduction ..........................................................................................................................................13
Theoretical framework.........................................................................................................................13
2.2 INTERNET VERSUS LIBRARY ....................................................................................................13
2.3 INTERNET IN RELATION TO ACADEMICS..........................................................................17
2.4 WHY STUDENTS USE INTERNET............................................................................................20
2.5 Internet Resources for Projects Elicitation by the University Students ....................................22
2.6 AVAILABLE RESOURCES FOR THE TERM PROJECTS....................................................23
2.7 FURTHER RESEARCH................................................................................................................26
CHAPTER THREE: RESEARCH METHODOLODY............................................................................................27
3.0 Introduction......................................................................................................................................27
3.1 SOURCE OF DATA.......................................................................................................................27
3.2 RESEARCH DESIGN....................................................................................................................27
3.3 SAMPLE AND SAMPLING TECHNIQUE ................................................................................28
3.4 DATA COLLECTION PROCEDURES.......................................................................................28
3.4.1 Questionnaire ............................................................................................................................28
3.4.2 Observation and Personal Interviews........................................................................................29
3.5 Data Analysis and Presentation.....................................................................................................29
CHAPTER 4: DATA PRESENTATION AND ANALYSIS.....................................................................................30
4.1 INTRODUCTION...........................................................................................................................30
4.2 SOCIO DEMOGRAPHIC CHARACTERISTICS......................................................................30

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4.3 DESCRIPTIVE DATA ANALYSIS..............................................................................................30
4.3.1 Age Student Start Accessing Internet ........................................................................................30
4.3.2 ACADEMICS AND THE INTERNET ...............................................................................................32
4.3.3 STUDENT USE OF INTERNET.......................................................................................................33
4.3.5 COMPARING INTERNET TO LIBRARY USE...................................................................................36
CHAPTER FIVE: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ......................................................38
5.1 introduction .....................................................................................................................................38
5.2 SUMMARY OF THE FINDINGS.................................................................................................38
5.3 CONCLUSION ...............................................................................................................................41
5.4 RECOMMENDATIONS................................................................................................................42
REFERENCES................................................................................................................................................43
APPENDIXES ................................................................................................................................................45

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CHAPTER ONE
1.0 BACKGROUND OF THE STUDY
1.1 Introduction
This chapter focuses mainly on the background of the study which is the use of internet resources
by university students during their course projects elicitation, statement of the problem, objectives
of the study and justification of the study
1.2 ORIGIN OF THE INTERNET
Although the Internet started as a device for the US military to maintain communications in the
event of attack, and its universities to exchange information, it has eventually developed in to a
vast network of computers that permitted all people to share information on a regular basis. Unlike
anything else before, the Internet has revolutionized communication methods. Truly, the invention
of the telegraph, telephone, radio, and computer had paved the way to ultimately invent this
unparalleled technology. The Internet has revolutionized the computer and communications world
like nothing before. The invention of the telegraph, telephone, radio, and computer set the stage
for this unprecedented integration of capabilities. 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 computers without regard for geographic location (Kahn
627).
The first recorded description of the social interactions that could be enabled through networking
was a series of memos written by J.C.R. Licklider of MIT in August 1962 discussing his "Galactic
Network" concept. He envisioned a globally interconnected set of computers through which
everyone could quickly access data and programs from any site. In spirit, the concept was very
much like the Internet of today. Licklider was the first head of the computer research program at

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DARPA, starting in October 1962. While at DARPA he convinced his successors at DARPA, Ivan
Sutherland, Bob Taylor, and MIT researcher Lawrence G. Roberts, of the importance of this
networking concept.
Leonard Kleinrock at MIT published the first paper on packet switching theory in July 1961 and
the first book on the subject in 1964. Kleinrock convinced Roberts of the theoretical feasibility of
communications using packets rather than circuits, which was a major step along the path towards
computer networking. The other key step was to make the computers talk together. To explore
this, in 1965 working with Thomas Merrill, Roberts connected the TX-2 computer in Mass. to the
Q-32 in California with a low speed dial-up telephone line creating the first (however small) wide-
area computer network ever built. The result of this experiment was the realization that the time-
shared computers could work well together, running programs and retrieving data as necessary on
the remote machine, but that the circuit switched telephone system was totally inadequate for the
job. Kleinrock's conviction of the need for packet switching was confirmed.
In late 1966 Roberts went to DARPA to develop the computer network concept and quickly put
together his plan for the "ARPANET", publishing it in 1967. At the conference where he presented
the paper, there was also a paper on a packet network concept from the UK by Donald Davies and
Roger Scantlebury of NPL. Scantlebury told Roberts about the NPL work as well as that of Paul
Baran and others at RAND. The RAND group had written a paper on packet switching networks
for secure voice in the military in 1964. It happened that the work at MIT (1961-1967), at RAND
(1962-1965), and at NPL (1964-1967) had all proceeded in parallel without any of the researchers
knowing about the other work. The word "packet" was adopted from the work at NPL and the
proposed line speed to be used in the ARPANET design was upgraded from 2.4 kbps to 50 kbps.

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In August 1968, after Roberts and the DARPA funded community had refined the overall structure
and specifications for the ARPANET, an RFQ was released by DARPA for the development of
one of the key components, the packet switches called Interface Message Processors (IMP's). The
RFQ was won in December 1968 by a group headed by Frank Heart at Bolt Beranek and Newman
(BBN). As the BBN team worked on the IMP's with Bob Kahn playing a major role in the overall
ARPANET architectural design, the network topology and economics were designed and
optimized by Roberts working with Howard Frank and his team at Network Analysis Corporation,
and the network measurement system was prepared by Kleinrock's team at UCLA.
Due to Kleinrock's early development of packet switching theory and his focus on analysis, design
and measurement, his Network Measurement Center at UCLA was selected to be the first node on
the ARPANET. All this came together in September 1969 when BBN installed the first IMP at
UCLA and the first host computer was connected. Doug Engelbart's project on "Augmentation of
Human Intellect" (which included NLS, an early hypertext system) at Stanford Research Institute
(SRI) provided a second node. SRI supported the Network Information Center, led by Elizabeth
(Jake) Feinler and including functions such as maintaining tables of host name to address mapping
as well as a directory of the RFC's. One month later, when SRI was connected to the ARPANET,
the first host-to-host message was sent from Kleinrock's laboratory to SRI. Two more nodes were
added at UC Santa Barbara and University of Utah. These last two nodes incorporated application
visualization projects, with Glen Culler and Burton Fried at UCSB investigating methods for
display of mathematical functions using storage displays to deal with the problem of refresh over
the net, and Robert Taylor and Ivan Sutherland at Utah investigating methods of 3-D
representations over the net. Thus, by the end of 1969, four host computers were connected
together into the initial ARPANET, and the budding Internet was off the ground. Even at this early

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stage, it should be noted that the networking research incorporated both work on the underlying
network and work on how to utilize the network. This tradition continues to this day.
Computers were added quickly to the ARPANET during the following years, and work proceeded
on completing a functionally complete Host-to-Host protocol and other network software. In
December 1970 the Network Working Group (NWG) working under S. Crocker finished the initial
ARPANET Host-to-Host protocol, called the Network Control Protocol (NCP). As the ARPANET
sites completed implementing NCP during the period 1971-1972, the network users finally could
begin to develop applications.
In October 1972, Kahn organized a large, very successful demonstration of the ARPANET at the
International Computer Communication Conference (ICCC). This was the first public
demonstration of this new network technology to the public. It was also in 1972 that the initial
"hot" application, electronic mail, was introduced. In March Ray Tomlinson at BBN wrote the
basic email message send and read software, motivated by the need of the ARPANET developers
for an easy coordination mechanism. In July, Roberts expanded its utility by writing the first email
utility program to list, selectively read, file, forward, and respond to messages. From there email
took off as the largest network application for over a decade. This was a harbinger of the kind of
activity we see on the World Wide Web today, namely, the enormous growth of all kinds of
"people-to-people" traffic.
1.3 History of the Future
On October 24, 1995, the FNC unanimously passed a resolution defining the term Internet. This
definition was developed in consultation with members of the internet and intellectual property
rights communities. RESOLUTION: The Federal Networking Council (FNC) agrees that the

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following language reflects our definition of the term "Internet". "Internet" refers to the global
information system that –
(i) logically linked together by a globally unique address space based on the Internet Protocol
(IP) or its subsequent extensions/follow-ons;
(ii) is able to support communications using the Transmission Control Protocol/Internet
Protocol (TCP/IP) suite or its subsequent extensions/follow-ons, and/or other IP-
compatible protocols; and
(iii) Provides, uses or makes accessible, either publicly or privately, high level services layered
on the communications and related infrastructure described herein.
The Internet has changed much in the two decades since it came into existence. It was conceived
in the era of time-sharing, but has survived into the era of personal computers, client-server and
peer-to-peer computing, and the network computer. It was designed before LANs existed, but has
accommodated that new network technology, as well as the more recent ATM and frame switched
services. It was envisioned as supporting a range of functions from file sharing and remote login
to resource sharing and collaboration, and has spawned electronic mail and more recently the
World Wide Web. But most important, it started as the creation of a small band of dedicated
researchers, and has grown to be a commercial success with billions of dollars of annual
investment.
One should not conclude that the Internet has now finished changing. The Internet, although a
network in name and geography, is a creature of the computer, not the traditional network of the
telephone or television industry. It will, indeed it must, continue to change and evolve at the speed
of the computer industry if it is to remain relevant. It is now changing to provide new services such
as real time transport, in order to support, for example, audio and video streams.

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The availability of pervasive networking (i.e., the Internet) along with powerful affordable
computing and communications in portable form (i.e., laptop computers, two-way pagers, PDAs,
cellular phones), is making possible a new paradigm of nomadic computing and communications.
This evolution will bring us new applications - Internet telephone and, slightly further out, Internet
television. It is evolving to permit more sophisticated forms of pricing and cost recovery, a perhaps
painful requirement in this commercial world. It is changing to accommodate yet another
generation of underlying network technologies with different characteristics and requirements, e.g.
broadband residential access and satellites. New modes of access and new forms of service will
spawn new applications, which in turn will drive further evolution of the net itself.
The most pressing question for the future of the Internet is not how the technology will change,
but how the process of change and evolution itself will be managed. As this paper describes, the
architecture of the Internet has always been driven by a core group of designers, but the form of
that group has changed as the number of interested parties has grown. With the success of the
Internet has come a proliferation of stakeholders - stakeholders now with an economic as well as
an intellectual investment in the network. (V. G. Cerf and R. E. Kahn, 1974)
We now see, in the debates over control of the domain name space and the form of the next
generation IP addresses, a struggle to find the next social structure that will guide the Internet in
the future. The form of that structure will be harder to find, given the large number of concerned
stakeholders. At the same time, the industry struggles to find the economic rationale for the large
investment needed for the future growth, for example to upgrade residential access to a more
suitable technology. If the Internet stumbles, it will not be because we lack for technology, vision,
or motivation. It will be because we cannot set a direction and march collectively into the future.

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1.3.1 Background of Maasai Mara University
On 2013, Maasai Mara became an independent national university of the Republic of Kenya
offering undergraduate and post-graduate courses leading to its own awards. Today, the university
is governed along the University Act. (Cap. 210B). It is Kenya’s premier institution of higher
learning. The university, established in 2008 as a constituent branch of Moi University, pioneered
with 14 students studying carpentry, building and mechanics, the college has developed into an
institution of higher education, offering post-school certificate courses.
The university is located on Narok County; about 5km west of Narok town and covers over 100
acres. Maasai Mara University currently has a student enrollment of over 4,000 undergraduates
and 100 post-graduates. As of May 16, 2012, there were 2,000 government-sponsored students
and 500 private sponsored. Maasai Mara has linkages and collaborates with many institutions of
higher learning nationally, regionally and internationally (Maasai Mara University website).

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1.4 Statement of the problem.
According to the Maasai Mara University mission statement, the university seeks to provide
students with a conducive learning environment. The internet is an important aspect of the learning
environment therefore the University has greatly invested in the wireless networks and new
hardware and software so as to improve access within the University and is currently committing
close to shillings ten million per year and this amount has been seen growing from year to year.
Maasai Mara University is currently committing close to shillings ten million per year and this
amount has been seen growing from year to year.
However the above facilities and devices have been put in place by the University, the students’
still face a problem in accessing the internet due to slow speeds which are being overloaded by
increasing number of students. Journals and the online research proposal is becoming a problem
since subscription is not being made on time therefore locking away the contents which are needed
by students. With such challenges at hand, one is left to wonder whether these technologies are
just a luxury and is forced to try and investigate Internet and its contribution in the students’ life
in the university.
In response to this problem, my study proposed to investigate how to enable university students to
elicit the projects and homework’s by incorporating the internet as a tool for development. I
managed to bring out the concepts of increasing the speeds of the internet bandwidth and having
subscriptions to online journals and also considering the less expensive ways to mitigate some of
the problems noted above such as equipping them with better study areas and computing space
with faster internet access.

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1.5 Research Questions
This project attempt to answer the following questions.
 What is the most preferred source of information during the project elicitation by
the university students?
 Are there any differences between the computer and tourism student’s internet
accessibility and their coursework?
 What is the preferred technique for interpretation by students using the internet?
 Is the internet trusted when the students use it to elicit their projects?
1.6 Objectives of the study
1) To determine the use of internet as a tool for development by the university students in the
course projects elicitation.
2) To identify the impact of internet on the academic projects on students life in campus.
3) Compare student’s internet use to library use.
1.7 Significance of the study
 The research study is to reveal the preferred option for students while doing their projects
elicitation.
 To researchers and academicians, it is expected that the study will form a base for the
development of project elicitation and internet resources used by the students.
Finally, the research work would also serve as a source of reference for further studies
especially on related topics. The findings of the study are expected to be of particular

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importance to the university students while doing their projects and their coursework. The
study will provide them with valuable information on how to elicit course and projects.
1.8 Limitation and Scope of the study
I was limited by a very tight schedule to be able to match with the ongoing semester classes and
going to the field, the cost of producing the questionnaires was a problem since it meant that the
researcher finances himself/herself. However to be able to deal with such problems I went to the
field whenever I was free from classes and on the part of the cost I used the cheapest means to
print out the questionnaires especially within the school canteen and also get aid from families and
friends.
The research study took place at Maasai Mara University covered students’ academic projects and
how they access the contents and materials for learning in the university.

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CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
Internet use, especially in education, has been investigated for some time, and many different
studies, exist in literature about this subject,
Theoretical framework
2.2 INTERNET VERSUS LIBRARY
The internet has gain much popularity among students nowadays, most students prefer to use the
online information searching rather than the library since the internet is found to be fast and easily
accessible.
In the study of D'Esposito and Gardner (1999), Internet usage trends of the university students and
college student perceptions of the Internet and a traditional library were presented. This study
showed that when university students have the opportunity to use internet resources, almost all of
them prefer to use these, rather than classical libraries for their studies, but when the information
source satisfaction in research needs is considered, the students’ trends are in the direction of using
both. In addition, Cheung and Huang (2005) emphasized the effects of the Internet as an effective
teaching tool in university education, and proposed that many university teachers publish their
course materials via the internet. They suggested that it is insufficient for university lecturers and
administrators to use the Internet as a good teaching tool, and that students’ internet use should
also be investigated.

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Some studies suggested that students usually prefer to use search engines instead of e-libraries to
review the literature regarding their project or home-work elicitation. Brophy & Bawden (2005)
compared Google as an internet search engine with academic library resources in their study.
Surprisingly, their finding showed that while Google is superior for coverage and accessibility,
library systems are superior for quality of results, and that precision is similar for both systems.
Finally, they concluded that using them together for a good coverage is important because both
have many unique items. Lazonder (2000) investigated the novice users’ training needs in
searching for information on the internet’s World Wide Web, noting that locating a website is
more important than locating the information on a website.
Ani (2010) investigated the extent and level of Internet access as well as the use of electronic
resources by undergraduate students in three Nigerian Universities. Ani’s findings revealed that
undergraduate students use the Internet extensively. However, access to the Internet in the
university libraries, departments/faculties and university computer/ICT centers was grossly poor
due to the infrastructure. The majority of the respondents relied on private, commercial Internet
services, and cybercafés. He also found that Internet education for the respondents is needed for
the use of electronic resources and databases. (Ani, 2010)
Luambano and Nawe (2004) investigated the Internet use by students of the University of Dar es
Salaam. Their findings revealed that the majority of the students were not using the Internet due
to the inadequacy of computers with Internet access, lack of skills in Internet use and slow speed
of computers. It was also revealed that most students who used the Internet did not use it for
academic purposes. It was suggested that more computers connected to the Internet should be
provided and that training should be given to the students on the use of Internet. (Luambano and
Nawe (2004)

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Hong, Ridzuan and Kuek (2003) studied students’ attitudes toward the use of the Internet for
learning at the University of Malaysia Sarawak. The study revealed that in general, students there
had positive attitudes towards learning through the Internet. The students had the basic skills in
using the Internet and perceived the learning environment in the university conducive to the use
of the Internet as a learning tool.
Ruzgar (2005) studied the purpose of the Internet use and learning via Internet. It was concluded
that the Internet has become an integral part of college life and its usage is approaching 100 percent
among students. It was found that 36 percent of the students spent 1-10 hours per week on the
Internet. In terms of activities online, sending/receiving e-mail topped the list, followed by reading
news and finding sports information, research for school-related work, chat, research for products
and services, and downloading images. Because of their online activities, students watched less
television. Badu and Markwei (2005) studied the use of the Internet and its resources by academic
staff and postgraduate students at the University of Ghana. Their findings showed that academic
staff and postgraduate students were fully aware of the Internet and most of its services. It was
also found that academic staff used Internet more than postgraduate students. Apart from e-mail,
the frequency of using the Internet resources was very low. Staff and students indicated that they
need training for an effective use of the Internet.
Chou and Hsiao (2000) explored the Internet addiction among Taiwan’s college students. Their
findings indicated that the Internet addiction did exist among some of Taiwan’s college students.
Some Internet addicts spent many hours a day on the Internet, including BBSs, WWW, e-mail and
games.
Kumar and Kaur (2006) suggested that the Internet service should be provided round the clock for
its maximum use. More computers should be provided along with more efficient staff. Bandwidth

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for fast Internet connectivity, printing facility, and training programs should be provided. Sites for
entertainment should be blocked.
Ozad (2010) explored the use of the Internet in tertiary media education. It was suggested that in
addition to using the Internet as a source of information, students majored in communication and
media should also use it as a tool of communication.
Basic relationship between the internet use of university students and their academic performance,
interpersonal relationships, psychosocial adjustment and self- evaluations. A questionnaire was
prepared and collected 49,609 university juniors’ comments about the questions. The results show
that non-heavy internet users have better relationship with administrative staff, academic grades
and learning satisfaction than heavy users. They claimed that the heavy internet users were likely
than non-heavy users to be depressed. This study provoked us to search the raising trends in use
trap sites among university students. (Chen & Pen (2008)
Peng et al (2006) in their study of university students’ attitudes and self-efficacy towards the
Internet, demonstrated the relationship between perceptions of the internet and their internet
attitudes and self-efficacy. They showed that there is a positive effect if the students use the
Internet as a functional tool or functional technology. In addition to those mentioned, there are
many other useful studies which investigate the effects of internet and electronic resources on
university students’ self-efficacy and performance (Crews & Feinberg, 2002; Wu & Tsai, 2006;
Wen & Tsai, 2006; Perry et al 1998; Wainer et al 2008; Odell et al 2000; Crouch, 2001;
Mohammed & Al-Karaki, 2008).

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2.3 INTERNET IN RELATION TO ACADEMICS
Many believe that the internet has open up much academic possibilities for students such as online
learning and gaining of additional information.
Chen & Pen (2008), in their study, examined the basic relationship between the internet use of
university students and their academic performance, interpersonal relationships, psychosocial
adjustment and self-evaluations. They prepared a questionnaire and collected 49,609 university
juniors’ comments about the questions. The results show that non-heavy internet users have better
relationship with administrative staff, academic grades and learning satisfaction than heavy users.
They claimed that the heavy internet users were likely than non-heavy users to be depressed. This
study provoked us to search the raising trends in use trap sites among university students.
Also Peng et al (2006) in their study of university students’ attitudes and self-efficacy towards the
Internet demonstrated the relationship between perceptions of the internet and their internet
attitudes and self-efficacy. They showed that there is a positive effect if the students use the
Internet as a functional tool or functional technology. In addition to those mentioned, there are
many other useful studies which investigate the effects of internet and electronic resources on
university students’ self-efficacy and performance (Crews & Feinberg, 2002; Wu & Tsai, 2006;
Wen & Tsai, 2006; Perry et al 1998; Wainer et al 2008; Odell et al 2000; Crouch, 2001;
Mohammed & Al-Karaki, 2008).
A number of publications have studied internet addiction among university and college students.
They have attempted to show there can be negative effect of internet use on these students, which
may cause the students to become addicted and to digress from their educational studies. In order
to assess internet addiction, many new diagnostic tools have been developed in literature. Chan &

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Law (2008) evaluated the Young’s Internet Addiction Test (IAT) for better understanding the
structure, validity and reliability of such assessment tools. In their study, they defined the three
dimensions of the problem: Withdrawal and social problems, time management and performance,
and reality substitution. Moreover, this study showed clearly that academic performance was
negatively correlated with internet addiction. Furthermore, they presented another and very
important finding that internet addiction is highly related to online activities, cyber-relationships,
and online gambling and hence, these kinds of internet sites and usage can be seen as trap sites for
education. In the literature, there are other studies about internet addiction and its effects on
students and adolescents, the relationship between internet use and culture, and the relationship
between educational performance and internet addiction (Siomos et al 2008; Ghassemzadeh et al
2008; Del Castillo et al 2008; Recabarren et al 2008; Tahiroglu et al 2008). Many of these studies
indicate that there is a strong relationship between internet use trends and educational performance,
and wrong use of the Internet can cause a major decrease in students’ academic performance. In
our study, the effects of those internet sites which can easily be accessed and are thus called Trap
sites are also investigated.
Although many studies emphasize the importance of academic resources, some studies present the
accessibility problems of these resources. “Despite huge efforts to position information and
communication technology (ICT) as a central tenet of university teaching and learning, the fact
remains that many university students and faculty make only limited formal academic use of
computer technology” The author suggests some reasons for this situation, such as operational
inadequacies on the part of students, faculty, and universities. (Selwny, 2007).
As a result, the findings of most studies showed that use of the internet is useful for education, in
that it can supply many beneficial opportunities to find different resources. However, a basic rule

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should be considered while using the internet for successful research, that is, how the resources
should be properly accessed by the students. Furthermore, the students must be disciplined in
keeping themselves away from trap sites and entertainment in order to obtain the best
achievements in their studies. This study examines both the attitudes of the university student
towards the Internet use as a research tool and difference between more reliable-less accessible
and less reliable–more accessible resources during their project elicitation.
The Internet has revolutionized the computer and communications world like nothing before. The
invention of the telegraph, telephone, radio, and computer set the stage for this unprecedented
integration of capabilities. 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 computers without regard for geographic location. The Internet represents
one of the most successful examples of the benefits of sustained investment and commitment to
research and development of information infrastructure. Beginning with the early research in
packet switching, the government, industry and academia have been partners in evolving and
deploying this exciting new technology. Today, terms like "bleiner@computer.org" and
"http://www.acm.org" trip lightly off the tongue of the random person on the street. (Mohamed
Bakayr, August 2004).
This is intended to be a brief, necessarily cursory and incomplete history. Much material currently
exists about the Internet, covering history, technology, and usage. A trip to almost any bookstore
will find shelves of material written about the Internet.
The Internet today is a widespread information infrastructure, the initial prototype of what is often
called the National (or Global or Galactic) Information Infrastructure. Its history is complex and
involves many aspects - technological, organizational, and community. And its influence reaches

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not only to the technical fields of computer communications but throughout society as we move
toward increasing use of online tools to accomplish electronic commerce, information acquisition,
and community operations.
2.4 WHY STUDENTS USE INTERNET
As Internet use become increasingly widespread, larger percentages of student’s population will
both enjoy the potential benefits and be exposed to the associated risks. The potential effects of
these technologies on users make it important to describe the populations who are using them and
to learn more about how they are being used.
Among the variety of online tools now available for communication, social networking sites
(SNSs) are one of the most recent and significant tools for connecting people throughout the world.
The online world has already proven to impact numerous aspects of the human life including
commerce, education, and health (Jalalian M., 2010, Jalalian M. 2008). These virtual spaces, the
new building blocks of today's Internet, provide not only the power to access distributed and
heterogeneous information, but also interact with millions of people all over the world. SNSs are
virtual spaces that allow individuals to create personal profiles - visible to other users- to establish
connections and join an online social network. These websites enable computer-mediated
communication (CMC) between people. Social networking has been the tool that brings people
together in just a click of a mouse (Raskin, 2006). It seems that SNSs such as Facebook are
changing the nature of social relationships (Body & Elisson, 2007). In fact, virtual spaces like
Facebook and MySpace (www.myspace.com) offer today’s online users a discursive space to
experience “communal affiliation around shared experiences” (Mitra, 1997). SNSs users join
cyber-communities to overcome geographical distance as well.

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The common point of the studies is that internet use can have a positive effect on students’
performance if it is properly used.
University students are recognized as heavy users of SNs, Alimohammad Aghazamani did an
exploratory study on how university student spend time on facebook and found out that Male users
spend more time on the site than female users during both weekdays and weekends. The survey
showed that undergraduate students login more times per day than graduate students. In addition,
friendship was named the most favorite activity among male users and also among undergraduate
students comparing with graduate students. If users were asked to pay a membership fee to use the
site, the results showed that male users and undergraduate students were more likely to pay the
fee.
A study done by Budden et al. (2007), which involved students’ use of diaries, or journals, to track
their usage of media during a one week period in a typical fall semester. The media tracked in this
study included historical media such as radio and television, as well as Internet media like
MySpace, Facebook, YouTube, email, and Blackboard. In contrast to this study, for which the
research problem emphasizes understanding better college students’ use of time on the internet
only, the study done by Budden et al. (2007) attempts to examine usage patterns and market usage
of the Internet as a communication medium among college students. Results of the study done by
Budden et al. (2007) indicate that both male and female students spend more time using historical
media (radio and television) than that of Internet media. An exploratory study done by Cheung &
Huang (2005) identified various factors that may enhance Internet use by students, with the goal
of having a positive impact on university learning. Cheung & Huang (2005) suggest that such
enhanced Internet use is not intended to replace traditional learning, but should be used as a
supplement.

22
2.5 Internet Resources for Projects Elicitation by the University Students
The most effective communication resources, computers and the Internet, are part of our daily life
and have become one of the important tools in the education. The Internet helps transfer
information between different points therefore this satiation makes the Internet a very powerful
information system. People in different age groups and jobs, students and academicians who do
scientific research and prepare projects prefer using the Internet because it is the easiest, fastest,
and cheapest ways of accessing necessary information (Cloud, 1989).
Even though the Internet is a very important and indispensable source for students, the issue of
whether the referenced source is trustworthy and/or credible, has been raised. This is because there
is no control on any particular piece of information published through the Web, in opposition to
the scientific and professional journals published by the scientific institutions, business world and
the organizations known to the public. Additionally, other journals and books issued by
commercial organizations do not have a control unit including editors and referees. Many of the
sites on the Internet enable anybody to submit any kind of information without being controlled,
and many of the sites known as reliable are restricted to open access for commercial purposes or
security requirements (IP restriction, membership). This limits the accessibility for students and
deprives them of these sites. (Miriam J. Metzger, September 2007)
Figure 1 explains the different resources and their accessibility for the students through the
Internet.

23
Many of the Internet resources qualified as trustworthy have limited accessibility as shown in the
figure. Because of these constraints, information resources used by students are generally
untrustworthy or students have been inaccurately forwarded.
2.6 AVAILABLE RESOURCES FOR THE TERM PROJECTS
Methods of using academic resources, especially the ability to scan the articles for information is
very important for academic research. The similarities and differences between articles on the
same subject can be used to classify them for literature review. Grouping of the articles in detail
helps keep the expected originality of the text in order to complete the project successfully.
Academic Journals Database
The efficiency of Academic Journals Database is related to the number of periodicals covered and
the evaluation techniques of them in order to form a universal academic index. They provide a rich

24
source of specialized information, and are widely used by many academics and students. They are
an essential reference tools for these people for detailed research into different subject areas, and
are grouped into subjects according to the different disciplines.
Search Engines
Search engines are open access sites and are the most widely used resources for students’ projects.
Many of them have open access on Internet Explorer programs, but some are customizable tools
supplying multiple search engines like “Copernic”. Resources which are accessed through these
engines are mostly used by students for gathering the required information for their projects.
Information obtained from these sites changes according to the student’s level and the importance
of the project content. By using different filters in the advanced search tabs, directly accessible
resources provide more effective query results for specific types of documents such as documents
with pdf, ppt, doc extensions. This makes it possible to access the information required or to extract
unwanted resources.
However, interesting trap/pop-up sites attract the student’s attention and divert them into spending
time on different subjects in different sites while working on the project. A future study on the
frequency of repetition and prevention of the trap sites would provide an evaluation of the factors
affecting the efficiency of open access search engine sites and, indirectly, the performance of the
students.
Electronic Libraries
Electronic Libraries which offer an important advantage in accessing information required from
related sites are classified into two different groups: open or closed access web sites of universities,
and other web sites which are completely open through the Internet. The closed sources in

25
Electronic Libraries in universities are based on academic books and contractual journals and are
completely trustworthy. These collections are ideal for the undergraduate/graduate students,
researchers, and academicians. However, the reliability of open access libraries is not at a suitable
level, and is approximately at the same level of reliability as the external sources that write them.
The articles in libraries such as Wikipedia, which has become an official research tool can be
compared with the information in other resources and this makes it more detailed and reliable. For
this reason, the majority of subjects in Wikipedia are written by accessing official and private
libraries, although the reliability of the article can only be judged, if the references have been well
documented.
Blogs/Forums
Many students are able to access the required information by using search engines for project
assignments. The majority of subjects that are listed in search engines are written blogs and
forums. The information given in these links is often all that can be found and so is judged
acceptable by the readers. Consequently, a comparison should be made after applying different
sources and information should be confirmed. These open-access resources are often personal
studies of people who are interested the subject, no matter whether they are academicians or not,
and therefore, should be confirmed with other sources on the same subject written by people who
are well qualified.
Distance Learning
Through the use of current advanced technologies, students can learn anytime, anywhere by
means of distance education, where the student-teacher relationship is carried out at simultaneous
or different times without the need for physical proximity. The infrastructure of distance education

26
is based on web-based training. That the current information is reliable and valuable depends on
how reliable and well organized the information management of the corporation is. Information
management systems should be flexible, easy to understand, dynamic, manageable, valued by
people, and with a culture that supports learning.
2.7 FURTHER RESEARCH
The findings of most studies showed that use of the internet is useful for education, in that it can
supply many beneficial opportunities to find different resources, however, students should be
careful while using the internet for successful research, that is, how the resources should be
properly accessed by the students. Furthermore, the students must be disciplined in keeping
themselves away from trap sites and entertainment in order to obtain the best achievements in
their studies. This study examined the internet as a tool for development especially during the
project elicitation by the students in the university.

27
CHAPTER THREE: RESEARCH METHODOLODY
3.0 Introduction
The study employed qualitative research design. It involved carrying out in-depth interviews with
action officers, information technology managers and students. Self-administered questioners was
also used to collect data. The study also involved an observation of the physical setup of ICT
infrastructure where possible. It also involved a review of literature related to the subject.
3.1 SOURCE OF DATA
The purpose of this research is to determine how students use the internet in the projects
elicitation. For the purpose of this study University students were identified as the population of
interest The research will be conducted in Maasai Mara University with the participation of
tourism and hotel management students who will take part in 2015 January-May semester courses.
In terms of the semester, the total number of registered students is 213. The reason for this choice
is that previous studies have revealed that University students are heavy users of internet and that
they are likely to have computer and internet experience than other groups. The study was
conducted in Maasai Mara University situated in Narok County next to Narok Town along Bomet-
Nairobi Highway.
3.2 RESEARCH DESIGN
Primary data was used during the research process. Primary data was gathered by administering
questionnaires and holding personal interviews at random. The sources of data collection used
was primary data which allowed for necessary information to be collected from the appropriate

28
and different students in the school. Simple random sampling was used to ensure that the sample
is not biased
3.3 SAMPLE AND SAMPLING TECHNIQUE
When dealing with populations that are very large, the researcher cannot use every single subject,
so a sample must be selected. A sample is a subgroup of the population. However, for a researcher
to make valid inference about population characteristics, the sample must be random.
For a sample to be a random sample, every member of the population must have an equal chance
of being selected.
For this research a sample of n = 100 UDS students was obtain using simple random sampling
3.4 DATA COLLECTION PROCEDURES
Clearly the main objective of this study is to investigate internet usage among students in project
elicitation and to achieve this objective I used two approaches.
3.4.1 Questionnaire
Data was collected through a questionnaire. The questionnaire included 27 nominal, dichotomy
questions (Yes or No) and 16 socio-demographic questions to assess student’s attitudes towards
the use of the Internet during homework and term projects elicitation phase. The questionnaire
forms were completed by tourism management students during lecture hours. The frequencies
responses were voluntary and students who do not access the internet did not participate in the
survey. Students were asked to answer questions and respond to one of the alternative for each
question.

29
3.4.2 Observation and Personal Interviews
Secondly a day was set aside and the researcher surveyed three different internet locations where
students normally access the internet to observe activities that students perform on the internet
and also interview students and some internet café attendants on some of the challenges they face
in accessing the internet.
3.5 Data Analysis and Presentation
In analyzing and presenting data, qualitative analysis of data which involved the editing of data
during and after collection to remove/sort out possible mistakes, creating themes and systematic
description of the contents in a summarized form will be used (Pramod and Kulkarni et al, 2011).
I interpreted and made explanations of contents gathered from the field basing on the research
objectives. Any explanation of meanings, discussions and interpretation of emerging information
and data was presented in form of tables and graphs.

30
CHAPTER 4: DATA PRESENTATION AND ANALYSIS
4.1 INTRODUCTION
This section presents the data and its analysis, the first part will discuss the characteristics of the
respondents, the second part will discuss the perceived variables and the third part will further
analyze the relation between the categorical variables.
4.2 SOCIO DEMOGRAPHIC CHARACTERISTICS
Table 1 illustrates the socio demographic characteristics of the respondents. As can be seen from
the table 57 % represents males and 43 % represent females.
VARIABLE NUMBER
OF RESPONDENTS (%)
Gender:
Male 57
Female 43
Age range:
15-20 12
21-25 71
26-30 17
Above 30 ---
4.3 DESCRIPTIVE DATA ANALYSIS
4.3.1 Age Student Start Accessing Internet
The bar chart below represent the age at which students started using the internet.

31
Table 2 demonstrates the frequency of the students’ trends in the use of internet resources during
their term’s projects studies. From these data, the internet resources used in order of priority, in
term project studies are:
Highest (1st Priority): Search engines (Especially, Google and Yahoo)
High (2nd Priority): Online databases and e-magazines
Moderate (3rd Priority): Online-libraries, e-encyclopedias, e-books
Low (4th Priority): e-journals
Lowest (5th Priority): e-mails, forums
One finding of interest obtained from the questionnaire showed that while Maasai Mara University
students frequently use email and forum/chat-line in their daily-life, they don’t use them in their

32
studies. Furthermore, many students claimed that they don’t like to collaborate with their friends
and interact with experienced persons for information eliciting and sharing during their study.
Table 2. Demographic Characteristics of the Participants
Using the internet sources N YES(%) NO(%)
I make use of search engines for my term projects 102 98 2
I make use of on-line databases for my term projects. 101 64 36
I make use of e-books for my term projects. 100 51 49
I make use of web-sites assignments for my term projects. 101 99 1
I make use of e-journals for my term projects. 100 37 63
I make use of on-line libraries for my term projects. 101 55 45
I make use of on-line encyclopedias for my term projects. 100 56 44
I make use of e-newspapers for my term projects. 102 68 32
I make use of e-mails received the others for my projects. 100 46 54
I collaborate with other internet users through the discussion forums on
the internet for my term projects.
102 38 62
4.3.2 ACADEMICS AND THE INTERNET
University students seem generally positive about the Internet and its impact on their educational
experience. The majority of students (50%) have a positive attitude toward the Internet and its
communication tools. They are comfortable with Internet communication, and even report finding
enjoyment while using it for academic and personal reasons. Their Internet habits are split
between academic and social uses, and they find it functional for both purposes. The table below
shows students responses to the impact of internet on education.

33
RESPONSE NUMBER OF RESPONDENTS (%)
Agree 50
Neutral 18
Disagree 19
Not sure 13
Source: Field survey 2016
The table above shows that most student agree with the fact that the internet has had a positive
impact on students education.
4.3.3 STUDENT USE OF INTERNET
University students are heavy users of the internet, most often students use the internet for
research work or working on assignment, also activities like downloading games, music and
videos as well as chatting and using instant messaging are some of the activities students
undertake when they go online.
It is important to note, too, that although activities like downloading files and using instant
messaging may be categorized as “leisure,” they can also be important learning activities. They
set trends for the types of skills that will be important in the future. For example, learning how to
manage a file-sharing system or navigate in a real-time chat can be complicated tasks that teach
students valuable technical skills they might need in the workplace.
The table below gives the activities that students undertake when they go online.
Internet use NUMBER OF RESPONDENTS (%)
Entertainment 22
News 12
Research 47
Communication 19

34
The above table represents what students use the internet for, from the table it is obvious that most
students use the internet for research work stating that they do other activities on their leisure
time.
4.3.3.1 Intepretation Using Internet Sources
Table 3. The interpretation using internet sources of the students
Using the internet sources N YES(%) NO(
%)
I use the internet sources without making any change. 101 25 75
I blend the information which I have accessed through internet
sources with other information sources.
102 85 12
I combine the information that I have accessed through internet and
use it my own words.
102 82 18
In light of the information derived from the survey questions, it would seem that the majority of
students try to use their own-ideas combined with internet resources, instead of using only
resources from the Internet. Furthermore, some students’ copy-paste information from resources
for writing projects and then edit the results. Attention to rules for using other sources and
expectations of the student should be explained clearly by faculty members. The contents of the
sources obtained by the students are given in Table 4

35
Table 4. The contents of the sources obtained by students
The content of the internet sources N YES(%) NO(
%)
I use the text documents on the web pages for my term projects. 102 84 16
I use the images on the web pages for my term projects. 102 92 8
I use the audio files on the web pages for my term projects. 102 23 77
Together with the information obtained from this part of the survey, it would appear that the
majority of students preferred visual and textual information and was used more effectively in the
projects.
Table 5 shows the students' views about the reliability of the sources obtained from the Internet.
The students’ view about reliability of internet sources
Reliability of the internet sources N YES(%) NO(%)
I crosscheck the accuracy of information that I have accessed through
internet sources with other information sources
101 70 30
I believe the confidence of information on the internet. 99 41 59
I pay attention to the internet addresses which I have used for my term
project as to having “gov” or “edu” domain suffixes.
102 71 23
I check the up to date of the sources that I have access through internet. 102 77 56

36
I make sure weather the documents that I have accessed through
internet have an author or not.
According to the information gathered from the survey, 70% of students compared information
obtained through the Internet with other information resources. Besides, the preferred rate of
reliable sites is about 41%. Many of students take care that these resources are up-to-date, for
educational purposes, and free from bias. However these ratios are very limited in order to reflect
to the projects as they are.
4.3.5 COMPARING INTERNET TO LIBRARY USE
The convenience of the Internet may be taking some of the trouble out of working on class projects
for University students, but some educators and librarians are concerned it may also be creating
poor research habits.
Data from the Association of Research Libraries shows that reference queries at university
libraries have greatly decreased during and since the late 1990s. The convenience of the Internet
is likely tempting students to rely very heavily on it when searching for academic resources. In
my own research, an overwhelming number of students reported that the Internet, rather than the
library, is the primary site of their information searches. The table below shows the response of
students.
RESPONSE NUMBER OF RESPONDENTS (%)
Use internet more than the library 52
Use internet and library about the same 19
Use internet less than library 21
Not sure 8

37
The table above shows that out of the 100 students interviewed 52% of the respondents said they
use the Internet more than the library, while only 21% said they use the library more than the
Internet for information searching.
Traditionally, and ideally, the library has been a place where students go to study and collect
materials used for papers, presentations and reports. Of course, people often socialize at the
library, too. Nowadays, the Internet has changed the way students use the library. Students tend
to use the Internet prior to going to the library to find information. During direct observations of
students’ use of the Internet in the library on campus, it was noted that the majority of students’
time was not spent using the library resources online. Rather, email use, instant messaging and
Web-surfing dominated students internet activities in the library. Almost every student that was
observed checked his or her e-mail whiles online, but very few were observed surfing
universitybased or library Web sites. Those students who were using the internet to do academic-
related work made use of commercial search engines rather than university and library Web sites.
Many students are likely to use information found on search engines and various Websites as
research material.
University libraries have tried to adapt to the information resources that the Internet offers by
wiring themselves for students’ demands. For example, wireless network is now available at the
school library so students can use their laptops to access the internet throughout the library to
allow students to search for resources easily.

38
CHAPTER FIVE: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 introduction
In this section, the data gathered from the questionnaire and the results of the literature reviews
made by university students during their courses and projects was evaluated, and some suggestions
are made.
5.2 SUMMARY OF THE FINDINGS
Lecture grades obtained from the lecturers reveal some significant findings about students’ home-
work and project studies and their attitudes on these studies during the semester. One important
finding is in 1st, 2nd, 3rd and 6th courses which have low effect (10%) on passing grades. Students
took low project and home-work scores, this is because students give little importance to these
courses in which project and homework marks have little impact on their final course mark. Here,
an important fact can be brought out that the students use more accessible and less secure internet
sites in such kind of courses because of their careless, and therefore get low marks for term projects
and home-works. In most other courses where term projects required detailed investigation, and
had a major effect on passing grades, this forced students to collect the term project requirements
using academic and trustworthy resources. The term project scores show an average of 74%,
demonstrating that the students obtained the necessary information (elicited) from less accessible
and more reliable resources.

39
Table showing Project scores the effects of them on final grade
NO Class Course Name Code #of
students
Project-
Homework
Average %
Passing
grade
1 1 Introduction to computer INS 100 79 31 10 47
2 1 Information society INS 103 58 23 10 43
3 1 Introduction to Programming COM101 37 10 10 52
6 2 Company Laws BCOM
210
31 31 10 77
7 3 Tourism Economics THM
320
19 86 25 94
8 4 Research Methods INS 416 41 74 30 72

40
9 3 System Analysis $ Design INS 432 21 75 30 70
10 4 International Hotel Management THM
408
7 94 25 92
11 4 Databases Construction INS 431 5 74 20 77
The achievement distribution of the students according to classes shows that seniors and juniors
are much more successful than freshmen and sophomores, because they are aware of term projects
importance, as a result of their experiences obtained from previous classes in research
methodologies.
My study was mostly based on the questionnaire presented by Ersoy and Aktay, 2007, with some
modifications. They stated that the levels of crosschecking the accuracy of the information, using
scientific sites, and paying attention to internet addresses with “edu”, “gov” domains suffixes were
high, hence the lecturers investigate the internet resources carefully from the point of reliability
for homework and project preparations. When we consider that lecturers are more experienced
than senior students who will become lecturers soon, and the seniors are more experienced than
their juniors, and so on, there would be a high correlation between experience and searching
reliable internet resources to obtain more achievement from homework and projects. At this point,
I found that senior students were more successful than younger class students because of their
experiences acquired in previous courses about research methodologies.
Furthermore, as stated in the study of D'Esposito and Gardner (1999), many of the students prefer
using internet rather than classical library resources. However, the students’ trends are in the

41
direction of using both, when the satisfaction of the information source in research subjects is
considered. My results are similarly in the same direction, and show that the students accept the
library resources as reliable, and many of the successful students have used reliable internet and
library resources together on their homework and projects elicitation phases.
accessible
5.3 CONCLUSION
accessible
Although technology is a very important, useful and indispensable part of the life, effective and
appropriate usage of it still needs to be improved in education, most students sometimes, use the
computer and Internet for reasons other than educational purposes. The effect of the Internet in
education is, hence, relatively limited.
To gain information, students should not only rely on textbooks provided and materials prepared
by the lectures, but the skills in searching information by themselves from the use of internet
should be emphasized. A mastery skill in using computer is the basis towards an effort in
mastering communication and information skills.

42
5.4 RECOMMENDATIONS
• The internet is an effective teaching tool in university education and it has become popular
among university students, I therefore recommend that University lectures should publish
course materials via the internet.
• Also students should try to avoid trap sites that shift their attention towards unnecessary
use of the internet.
• The school library should be well equipped with internet facilities to help make students
research work easy.
• The wireless coverage area should be broading and the School internet café should also
be well equipped with high speed computers and internet connection.

43
REFERENCES
Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward
using computers at a Turkish state university. Turkish Online Journal of Educational
Technology, 7, 18-31.
Barak, A. & Sadovsky, Y. (2008). Internet use and personal empowerment of hearing-impaired
adolescents. Computers in Human Behavior, 24, 1802-1815.
Chang, M. K. & Law, S. P. M. (2008). Factor structure for Young's Internet Addiction Test: A
confirmatory study. Computers in Human Behavior, 24, 2597-2619.
Crews, M. & Feinberg, M. (2002). Perceptions of university students regarding the digital
divide. Social Science Computer Review, 20, 116-123.
Perry, T. T., Perry, L. A., & Hosack-Curlin, K. (1998). Internet use by university students: an
interdisciplinary study on three campuses. Internet Research-Electronic Networking
Applications and Policy, 8, 136-+
Peng, H. Y., Tsai, C. C., & Wu, Y. T. (2006). University students' self-efficacy and their
attitudes toward the Internet: the role of students' perceptions of the Internet. Educational
Studies, 32, 73-86.
Mohammed, J. & Al-Karaki, J. (2008). Integrating internet into traditional education: A
practical study of university students' usage and attitudes. International Arab Journal of
Information Technology, 5, 241- 252.

44
Kurt, A. A., Coklar, A. N., Kilicer, K., & Yildirim, Y. (2008). Evaluation of the skills of K-12
students regarding the national educational technology standards for students (NETS*S) in
Turkey. Turkish Online Journal of Educational Technology, 7, 6-14.
Boyd, D., & Ellison, N. (2007). Social network sites: Definition, history, and scholarship.
Journal of Computer Mediated Communication, 13(1), article 11.
http://jcmc.indiana.edu/vol13/issue1/boyd.ellison .html
Christopher C.D, Jeffery J.J, (2008). Gender difference in E-mail and instant messaging: A
study of undergraduate information systems students. Journal of computer information system
(pp 20-30).
Chen, Y. F. & Peng, S. S. (2008). University students' Internet use and its relationships with
academic performance, interpersonal relationships, psychosocial adjustment, and self-
evaluation. Cyberpsychology
Cheung, W. & Huang, W. (2005). Proposing a framework to assess Internet usage in university
education: an empirical investigation from a student's perspective. British Journal of
Educational Technology, 36, 237- 253
Cipielewski, J., & Stanovich, K. (1992). Predicting growth in reading ability from children’s
exposure to print. Journal of Experimental Child Psychology, 54(1), 74–89.
Jones S, Madden M, (September 15, 2002). How students are living in the future with today’s
technology. (www.pewinternet.org

45
APPENDIXES
Research Questionnaire
QUESTIONNAIRE ON STUDENTS INTERNET USE IN THE PROJECT ELICITATION
THIS QUESTIONAIRE IS INTENDED TO COLLECT DATA ON THE USE OF
INTERNET RESOURCES BY STUDENTS IN THEIR PROJECT ELICITATION
COURSE, IT IS STRICTLY FOR ACADEMIC PURPOSES AND WILL NOT BE USED
OTHERWISE. I HOPE YOU GIVE ME YOUR MAXIMUM COOPERATION
PLEASE TICK WHERE APPROPRIATE. THANK YOU
1. Gender:
Male Female
2. Age range.
15-20 21-25 26-30 above 30
3. What is your residential status?
Resident Non-Resident
4. Department:
TOURISM COM INFO MAT ESSA
SECTION B
5. Do you access the internet?
Yes No
If no, Why…………………………………………………………………………………………
……………………………………………………………………………………………………
If yes proceed.
6. Why do you use the internet?

46
Entertainment news research communicate other
If other specify……………………………………………………
7. Which will you prefer as your source of information?
Use Internet more than library Use Internet and library about the same
Use Internet less than library don’t know
SECTION C
8. Demographic characteristics of the participants
Using the internet sources YES(%) NO(%)
I make use of search engines for my term projects
I make use of on-line databases for my term projects.
I make use of e-books for my term projects.
I make use of web-sites assignments for my term projects.
I make use of e-journals for my term projects.
I make use of on-line libraries for my term projects.
I make use of on-line encyclopedias for my term projects.
I make use of e-newspapers for my term projects.
I make use of e-mails received the others for my projects.
I collaborate with other internet users through the discussion forums on
the internet for my term projects.

47
9. The students’ view about reliability of internet sources
Reliability of the internet sources YES
(%)
NO
(%)
I crosscheck the accuracy of information that I have accessed through
internet sources with other information sources
I believe the confidence of information on the internet.
I pay attention to the internet addresses which I have used for my term
project as to having “gov” or “edu” domain suffixes.
I check the up to date of the sources that I have access through internet.
I make sure weather the documents that I have accessed through internet
have an author or not.
10. The contents of the sources obtained by students
The content of the internet sources YES (%) NO
(%)
I use the text documents on the web pages for my term projects.
I use the images on the web pages for my term projects.
I use the audio files on the web pages for my term projects.
11. The interpretation by the students using the internet sources

48
Using the internet sources YES (%) NO
(%)
I use the internet sources without making any change.
I blend the information which I have accessed through internet
sources with other information sources.
I combine the information that I have accessed through internet and
use it my own words.
THANK YOU FOR FILLING THE QUESTIONAIRE

A STUDY TO INVESTIGATE HOW INTERNET USAGE AMONG STUDENTS IN PROJECT ELICITATION.

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