Fkm Students Time Spent on Surfing Net Per Day

Topics: Internet, MySpace, Social network service Pages: 2 (640 words) Published: May 16, 2013
Activities| No. of students|
1.) Less than 1 hour| 2|
2.) 1 hour| 5|
3.) 2 hours| 7|
4.) 3 hours| 6|
5.) More than 3 hours| 10|
Total| 30|


Figure 5 shows the Time Spent on Surfing Net per Day by FKM students. The bar chart divided into five categories which are less than 1 hour, 1 hour, 2 hours, 3 hours, more than 3 hours. In general, most students like to spend more than 3 hours per day on surfing the net while less students spend less than 1 hour on surfing the net. 23.33 percent of the students have chosen to spend 2 hours per day on surfing the net. This is followed by 3 hours per day on surfing the net that is 20 percent of the students. 16.67 percent of the FKM students like to spend 1 hour surfing the net. The last choice is only 6.67 percent of the students that is less than 1 hour spending on surfing the net per day. This bar chart shows that most of the FKM students like to spend more than 3 hours on surfing the net which shows massive overuse. Internet can enrich our lives by providing entertainment, information, social networking, gaming, and connections to people all over the world. However, internet use can grow into a problem for some. People may find themselves online-shopping, gaming, social networking, site surfing, blogging, stock trading, gambling, having cybersex, viewing pornography-to an extent that it interferes with their ability to keep up with school, relationships, and work. It may also have a negative effect on their mood. Besides that, too much time spent on the internet can bring many negative effects, as Anderson (2001) finds that inordinately heavy internet use is associated with disrupted sleep, as well as disarrayed social and academic lives. For example, it can cause fatigue and sleep difficulties and cause withdrawal in students from other forms of social activities such as hanging out with friends, or participating in study groups,...
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