INTERNET ADDICTION

ABSTRACT:

The Internet is considered as one of the most important foundations of the modern society. Its creation and introduction to the world during the late 19th century has brought about a large heap of development as to how humans perceive the importance of communication, connection and information. Internet Addiction is defined as any online-related, compulsive behaviour which interferes with normal living and causes severe stress on family, friends, loved ones, and one’s work environment. The purpose of this study is to identify the extend of Internet Addiction present among the students of  VIII A of B.G.H.S , Njaralloor. The standard Internet Addiction Tool was used for the test. The study showed that most of the students of class 8A of B.G.H.S , Njaralloor  have moderate level of Internet Addiction

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INTRODUCTION:

Internet Addiction is described as an impulse control disorder, which does not involve use of an intoxicating drug and is very similar to pathological gambling.  Some Internet users may develop an emotional attachment to on-line friends and activities they create on their computer screens. Internet users may enjoy aspects of the Internet that allow them to meet, socialize, and exchange ideas through the use of chat rooms, social networking websites, or "virtual communities."   Other Internet users spend endless hours researching topics of interest Online or "blogging".  Blogging is a contraction of the term "Web log", in which an individual will post commentaries and keep regular chronicle of events.  It can be viewed as journaling and the entries are primarily textual.

The Internet Addiction Test (IAT) is a reliable measure that covers the key characteristics of pathological online use. The test measures the extend of the client’s involvement with the computer and classifies the addictive behaviour in terms of mild, moderate and severe impairment.

AIM:

To study the extend of Internet Addiction present among the students of  VIII A of B.G.H.S , Njaralloor.

DESCRIPTION OF THE MATERIALS:

The standard Internet Addiction Tool was used for the test. The IAT was the first validated instrument for the assessment of Internet and computer Addiction. A study by Kimberly Young found that the IAT is a reliable measure, covering the most important elements characteristics of pathological Internet use. There are 20 items in the rating scale. Young people are asked to rate the degree to which they experience each symptom in a 5 point frequency scale. Each question of the questionnaire addresses the frequency of certain Internet addition symptoms, measured on a five point scale with score of 0 to 5 from “rarely/ never”, “every once in a while”, “sometimes”, “often” and “always”. The minimum score is 20 and maximum score is 100.

PROCEDURE:

            The study was conducted on students of 8A class of St. Peter’s HSS, Kolenchery. For the study, a standard test item on Internet Addiction Test was selected. The scale opens by asking the child to read and follow the instructions in the printed questionnaire. The child is asked to rate the 5 point scale: “rarely/ never”, “every once in a while”, “sometimes”, “often” and “always” to indicate how often each of these items happens to them. There is no set time period over which the judgement has to be made. The response is made by circling the appropriate frequency word. Later the items were scored according to the response of the students.

SCORING:

Only the 20 items are scored.

The responses are scored:

Never/ Rarely = 1

Every once in a while =2

Sometimes = 3

Often = 4

Always = 5

This yields a maximum possible score of 100.

No.	Name of the student	Total Score
1	Abhishek Anil	82
2	Abin P.B	52
3	Aby Manikunju	54
4	Aleena Sivan	81
5	Amal Mohan	50
6	Alwin Skaria	60
7	Ananya Kumaran	54
8	Ancy Mathai	40
9	Ansa Sunny	50
10	Anto Basil Paul	42
11	Anu George	84
12	Bency T Kurian	56
13	Devika K.A	27
14	Halam Salam	73
15	Jeevan Grigar	80
16	Meenu Varghese	62
17	Melvin Babu	55
18	Milan P Thomas	74
19	Sandra Paul	76
20	Sara Babu	23
21	Shalu R	58
22	Silpa George	40
23	Sara Babu	29
24	Sreelakshmi E.H	74
25	Sona Saji	44
26	Tony Babu	85
27	Teena Paul	78
28	Veena M.J	48
29	Vrinda Akhil	53

RESULTS:

Level of Addiction	Standard score		Number of responses
High level	80-100		5
Moderate level	50-79		16
Low level /No Addiction	20-49		8
Total no of students		29	29

Total number of students =29

Minimum score obtained = 23

Maximum score obtained = 85

Average score obtained = 50

           The standard scoring for high level of Internet Addiction is in between 80-100; for moderate level of Internet Addiction is between 50-79 and for low or no Addiction is between 20-49. The study showed that most of the students of class 8A of B.G.H.S , Njaralloor have moderate level of Internet Addiction. The maximum score observed was 85 and the lowest score was 23.         

            Thus, with the help of statistical tool, it has been found that the students of 8A St. Peter’s HSS, Kolenchery have moderate level of Internet Addiction.

CONCLUSION:

           The extend of Internet Addiction of each individual is different. It depends on many factors such as life style, access to Internet working, parents, neighbourhood, peers etc.  The study shows that the students of 8 A B.G.H.S , Njaralloor have moderate level of Internet Addiction. It may be because peer and parents have only given them either limited access or may not be able to afford it. Some of the students have no access at all.

          Allowing students to have controlled access to interest is good as they should be aware of the latest developments happening in and around the world. It also helps them to access education related information. But when the Internet access becomes uncontrolled or uncontrolled, it becomes a curse. Then the students will not be able to understand the pros and cons of the Internet. So it is the responsibility of the parents and the teachers to educate their children regarding the good and bad effects of Internet.

SUPW

Socially Useful Productive Work

Socially Useful Productive Work (SUPW) is a subject in Indian schools where students can choose from a number of vocational education activities -embroidery and knitting, gardening, cooking, painting, carpentry and other crafts and hobbies, and clubbed community service for senior students. Students learn to work as a team and to work with skill and deftness. It was introduced in 1978, by the Ministry of Education to promote Gandhian values and educational ideas of Mahatma Gandhi.

While most private school barring a few have dispensed with the subject,^[3] it remains an ancillary, but mandatory part of course curriculum in schools affiliated to the Council for the Indian School Certificate Examinations (CISCE), which conducts two examinations in India: the Indian Certificate of Secondary Education (ICSE) and the Indian School Certificate (ISC). It is taught in some Central Board of Secondary Education (CBSE) schools, which includes Jawahar Navodaya Vidyalaya schools. Kendriya vidyalaya has started Work education instead of SUPW.

In addition to developing individual skills, SUPW aims to help develop among the students the habit to work as a community, encourage community thinking, increase awareness of scientific advancements and develop a scientific outlook. The training acquired in the classroom is expected to help students to solve day-to-day problems of the community.

SUPW programme in the schools is an important means of operationalizing the ideals of GreenSchools . The elements of green schools (environmental, intellectual, academic, social, cultural, spiritual, aesthetic and moral greeneries) would be developed and manifested through the various SUPW programmes that the students plan and carry out not only during the school sessions but also during the vacations.Thisemphasis on providing socially useful and productive experiences to studentsis aimed at bringing studentscloser to the real understanding of socio-economic and cultural needs of their society. It aims to help develop among the students the habit to work as a community and encourage community thinking. Working together, studentslearn to solve problems and make decisions and successfully contribute to their community. They connect local concerns with global issues and gain awareness of others. All this will serve them now and years later as they transition out of school and into the world of work.

With over 1200students, one might expect our campus to be pretty filthy. It is important, however, to take pride in the appearance of North, and to keep the campus clean. School beautification sessions allow students to participate in the upkeep needed to keep the school clean through a variety of projects and earn community service hours. Many students use the opportunity to fulfil community service.

School beautification sessions consist of a variety of different projects, both inside and outside the building. The school beautification sessions is a way for students to gain insight and perspective as to how to be an active member in a community. Through being a part of a clean-up initiative at school, students have a greater understanding of the importance of taking part in other initiatives.

Aims

The aim of the curricular area is to provide children with opportunities of participating in social and economic activities inside and outside the classroom, enabling them to understand scientific principles and processes involved in different types of work and in the setting in which they are found in the physical and social environment.

Objectives

v  prepare pupils to practise and perform manual work individually and collectively;

v  acquaint children with the world of work and services to the community and develop in them a sense of respect for manual workers;

v  develop a desire to be useful members of society and contribute their best to the common good;

v  indicate positive attitudes of team work and socially desirable values like self-reliance, dignity of labour, tolerance, cooperation, sympathy and helpfulness;

v  help in understanding the principles involved in the various forms of work; and

v  lead children to participate increasingly in productive work as they go from one stage of education to another and, thereby, enable them to earn while they learn.

Programme

Ø  Problems solving approach.

In order to ensure that the educational objectives of this programme are achieved it is necessary to follow the problem solving approach. Children should be made aware of the problems related to their need; they should be led to arrive at solutions by discussing the material, tools and techniques necessary for performing such work and services. A built-in system of evaluation should be developed to enable them to improve their performance and to enable teachers to give a fair assessment of their work.

Ø  Teaching-learning process: three phases.

Children have a natural curiosity to explore their environment. They explore the world of work by observation, enquiry and manipulation of material and tools, they learn to work by imitation. They enjoy work. Therefore, the teaching-learning process in Socially Useful Productive Work will have three phases:

(i)   study of the world of work through observation and enquiry;

(ii)  experimentation with material, tools and techniques; and

(iii)                Work practice.

The first two are concerned with preparation for actual participation in productive work and services and the third may lead to remuneration.

Ø  Work situations: six areas.

Thus, productive manual work situations relating to production of goods and services will have to be drawn from the areas of:

(i)   health and hygiene;

(ii)  food;

(iii)                shelter;

(iv) clothing;

(v)  culture and recreation; and

(vi) Community work and social service.

These work situations occur in the home, in the school and in the community. It has already been mentioned that such programmes will have two components;

(a) a common core programme;

(b) Work practice.

CAMPUS CLEANING

Cleanliness is the act of keeping our body, mind, dress, home, surroundings and other work area neat and clean. We all should acquire the clean habits from our childhood and follow onwards throughout the life. Dirt gives rise to the moral evil however gives rise to the moral purity. A person with clean habits can destroy his/her evil desires and dirty thoughts very easily. Cleanliness should be taken as the first and foremost responsibility by everyone.  We can be healthy only if we take everything within us in very clean and hygienic way.  Cleanliness of the surrounding areas and environment is very necessary for the social and intellectual health. We should bring cleanliness to our habits and remove dirty forever from everywhere as dirt is the mother which gives birth to various diseases. One always suffers health disorders if he/she does not keep house and surroundings dirty, etc. Dirty things in the surrounding areas or home gives rise to the various disease causing germs, bacteria, virus and fungus.

 It is very important topic now a day, as, a huge population are dying daily just because of diseases caused due to the lack of cleanliness. So it is very necessary to be aware about the importance and necessity of the cleanliness in our life. We all together need to take a step towards cleanliness to save thousands of lives and give them healthy life. Cleanliness should be initiated at home, school, college, society, community, office, organization and country level to bring a clean India revolution all over the India. We need to clean ourselves, home, surrounding areas, society, community, city, garden, and environment on daily basis. We all should understand the motto, importance and necessity of cleanliness and must try to apply it in our daily lives. Cleanliness among students in the schools are promoted through many activities like cleaning of school campus, classrooms, labs, poster making on cleanliness, waste segregation, essay writing, painting on cleanliness, poems recitation, group discussion, documentary videos etc.

Cleanliness is not a work which we should do forcefully. It is a good habit and healthy way of our healthy life. All type of cleanliness is very necessary for our good health whether it is personal cleanliness, surrounding cleanliness, environment cleanliness, pet animal cleanliness or work place cleanliness (like school, college, office, etc.). We all should be highly aware about how to maintain cleanliness in our daily lives. It is very simple to include cleanliness in our habit. We should never compromise with cleanliness, it is as necessary as food and water for us. It should be practiced from the childhood which can only be initiated by each parent as a first and foremost responsibility.

College buildings and campus facilities are subject to daily wear and tear. Keeping our college buildings, floors and facilities clean is essential for health and the positive image of the instituition.Clean, nice looking facilities are a key component to a learning environment. Failing to ensure the cleanliness of a college can gave a detrimental impact on the health and wellbeing of all those who use it.Cleaning as a group work is an effective method to motivate students, encourage active work and develop key critical thinking,communication,decision making and cooperative skills

Cleanliness is a good habit which everyone should have to have healthy life and standard lifestyle. Our Prime Minister, Narendra Modi has started a cleanliness campaign called “Clean India” or “Swachh Bharat Abhiyan”. We should understand that cleanliness is the responsibility of each and every person living on this earth.

We have done Campus cleaning as a part 0f SUPW which is included in our curriculum. It was very necessary that we should have a campus cleaning because our classes, corridors and premises were very dirty and unclean with lots of paper bits, spider’s web, dust and waste dumped here and there. We had our campus cleaning on 15 the October 2016, Saturday.