A STUDY TO ASSESS THE COMPUTER EXPOSURE AND ITS

INFLUENCE ON SELECTED BEHAVIOURS AMONG

ADOLESCENTS IN SELECTED PRE UNIVERSITY
COLLEGE AT MANGALORE
by
JAIBY JACOB
Dissertation Submitted to
Rajiv Gandhi University of Health Sciences, Bangalore, Karnataka
In partial fulfilment
of the requirements for the degree of
Master of Science
in
Psychiatric Nursing
Under the guidance of
Mrs Shaik Asma Mohammed
Department of Psychiatric Nursing
Kailkere Rukmini Shetty Memorial College of Nursing
Mangalore
2012
ii
Rajiv Gandhi University of Health Sciences, Bangalore, Karnataka
DECLARATION BY THE CANDIDATE
I hereby declare that this dissertation/thesis entitled A study to assess the
computer exposure and its influence on selected behaviours among adolescents in
selected Pre University College at Mangalore is a bonafide and genuine research
work carried out by me under the guidance of Mrs. Shaik Asma Mohammed,
Kailkere Rukmini Shetty Memorial College of Nursing, Mangalore.
Date:
Place: Mangalore Jaiby Jacob
iii
CERTIFICATE BY THE GUIDE
This is to certify that the dissertation/thesis titled A study to assess the
computer exposure and its influence on selected behaviours among adolescents in
selected Pre University College at Mangalore is a bonafide research work done by
Jaiby Jacob in partial fulfilment of the requirement for the degree of Master of
Science in Nursing (Psychiatric Nursing).
Signature of the guide
Date:
Place: Mangalore Mrs. Shaik Asma Mohammed, M. Sc. (N)
Psychiatric Nursing
Kailkere Rukmini Shetty
Memorial College of Nursing
iv
ENDORSEMENT BY THE HOD, PRINCIPAL / HEAD OF
THE INSTITUTION
This is to certify that the thesis entitled is a bonafide research work A study
to assess the computer exposure and its influence on selected behaviours among
adolescents in selected Pre University College at Mangalore done by Jaiby
Jacob under the guidance of Mrs. Shaik Asma Mohammed, M. Sc. (N),
Department of Psychiatric Nursing, Kailkere Rukmini Shetty Memorial College
of Nursing, Mangalore.
Mrs. Shaik Asma Mohammed, M. Sc. (N) Prof. (Ms.) Indira K. M., M. Sc. (N)
HOD Principal
Department of Psychiatric Nursing Kailkere Rukmini Shetty Memorial
Kailkere Rukmini Shetty Memorial College of Nursing
College of Nursing
Date : Date :
Place : Mangalore Place : Mangalore
v
COPYRIGHT
Declaration by the candidate
I hereby declare that the Rajiv Gandhi University of Health Sciences,
Bangalore, Karnataka shall have the right to preserve, use and disseminate this
dissertation/thesis in print or electronic format for academic/research purpose.
Date: Jaiby Jacob
Place: Mangalore
Rajiv Gandhi University of Health Sciences, Karnataka
vi
ACKNOWLEDGEMENT
I am grateful to Almighty God for his abundance of grace and blessings. His
felt presence gave me the strength to successfully complete this study.
At the very outset, I wish to acknowledge and thank Dr. Bhasker Shetty,
President, Nandavan Education Trust who has given me an opportunity to undergo
post graduation training in nursing.
I am indebted to Prof. Indira K M, Principal, Kailkere Rukmini Shetty
Memorial College of Nursing, a benevolent personality, for her valuable guidance,
encouragement and her continued support with sincere interest.
I express my sincere gratitude to Mrs. Shaik Asma Mohammad for her
expert guidance, valuable suggestions, constructive criticisms, and constant
encouragement given throughout the period of study.
My sincere gratitude to Mr Jaison Raju, lecturer for his kind help, co-
operation and encouragement throughout the period of study. My sincere thanks to
Ms Selvi lecturer who have rendered a sincere, selfless helping hand which I value
the most, throughout the study.
My sincere gratitude to all the MSc faculties for their timely help, guidance
and suggestions in all my academic matters.
I express my heartfelt gratitude to all the experts for validating the tool and
giving necessary corrections.
Thanks are due to Mr. Suresh and Mrs Sucharitha (statistician) for their
expert guidance and suggestions in the statistical analysis of data.
vii
My sincere gratitude to Mr. Roshan Patrao for editing the content
systematically and meticulously.
I thank all my friends and roommates who helped a lot for the successful
completion of this thesis.
I owe my success to my parents Mr. K K Jacob and Mrs. Elsy Jacob, The
smooth sail in my endeavour was the result of their constant support, encouragement,
patience and prayers.
Above all I am deeply indebted to all my classmates who have made this task
possible through their never ending concern, unconditional support and
encouragement.
My sincere thanks and gratitude to all those who have directly or indirectly
helped in successful completion of the thesis.
With gratitude
Date: Signature of the Candidate
Place: Mangalore Mr. Jaiby Jacob
viii
LIST OF ABBREVIATIONS
%: Percentage.
CI: Confidence Interval
df: Degree of freedom
e.g.: Example
H
01
: Null hypothesis 1
H
02
: Null hypothesis 2
H
1
: Research hypothesis 1
H
2
: Research hypothesis 2
N: Sample size
No.: Number
NS: Not Significant
P: Probability of type 1 error
PUC: Pre-university college
R: Karl Pearson correlation coefficient
r
cal
: Calculated Karl Pearson correlation coefficient value
S: Significant
SD: Standard Deviation
Sl. No.: Serial number
ix
ABSTRACT
Background of the study
People do use computers in varying ways and for various purposes. As we can
see that, not all the purposes of computer are positive gratifications. Some are good,
some indifferent, some not so good. That is how it works. However, we can see that
computer continue to give message to us as we participate in them. Moreover, some
messages or values are rubbed on to us, whether we like them or not. The developing
child in the modern society is typically introduced to computer at home. By the time
he reaches adolescence, he is plausible to assume that his computer use have been
shaped by social influence in the home, particularly his parents.
Children are hooked on to computer and are obsessed by it. They get their
news and views from it. They trust it as their best friend. They rarely discover any
meaning beyond, the joy, friendship, beauty, love and care expressed in commercials:
the underlying meaning of exploitation of women, disrespect of poor, materialism as
the ultimate goal, racial and cast differences etc are clearly there, for them to draw
their own conclusion. A computer not only entertains but also is a socialiser.
Adolescents take lessons from online friends and copy them in real life. Children
cannot distinguish fiction from reality or commercials from programmes.
Commercials influence children more than others. Computers today is educating the
people and keeping them abreast with the latest national and international events.
Many parents are becoming increasingly concerned about the effect of
computer on their children. Everywhere in the world images on the computer screen,
exert a hypnotic influence on the young. Parents are becoming very conscious of
x
computer usage by their children and are trying to regulate what their children do on
computers. However, they have had little success. Either the effect is minimal or the
children are not listening to their parents. The numerous hours children spend on
computers definitely worry parents. A good number of people are of the opinion that
computer usage for quite some time is irritable, tires the eyes and result in loss of
sleep.
Objectives of the study
1. To assess the level of computer exposure among adolescents using a structured
rating scale.
2. To examine the association between the computer exposure and selected
behaviour among adolescents.
3. To find out the association between selected behaviours and selected
demographic variables.
Methods
A descriptive approach was used for the study. The setting was selected pre
University College at Mangalore. A multi staged simple random sampling was used to
select the subjects. Structured rating scale and checklist were used to collect data
about computer exposure and selected behaviours. The areas of computer exposure
covered under this study were exposure to aggressive games, fearful clippings and
sedentary browsing. The selected behaviours were aggressive behaviour, fearful
behaviour and sedentary behaviour. Data was collected from the boys and girls who
are studying in pre university college at Mangalore.
xi
Results
The collected data was analyzed by descriptive and inferential statistics. The
data revealed that majority 65% of the students belonged to 17- 18 years category.
More than a half (71%) of pre university college students belongs to male category.
Majority (79%) of the students was residing in urban area. 62% of the students were
living in nuclear family. 48% of the students fathers had graduation. 45% of the
students mothers had graduation. 49% of the students fathers were running own
business.
66% of the students mothers were house wives. 64% of the students family
had the monthly income of above Rs 20,000. 100% the students had one or more
computer in their house. 100% of the students had internet connection in their house.
32% of students had less than one hour of computer usage, 28% had one to two hours
of computer usage, 18% had two to three hours of computer usage, 10% had three to
four hours of usage and 12% had a usage of more than four hours daily.
Most 69% of the students had moderate exposure to all the three selected
computer programs. 72% had moderate level of all the three selected behaviours. The
data depicted a significant association between computer exposure to all the three
programs and presence of all the three behaviour. r
cal
=0.309 at 5% level of
significance. There is significant association between the education of the father and
selected behaviours and no association between the computer exposures.
xii
Interpretation and Conclusion
Findings of the study indicate that all the pre university college students are
exposed to computer. Majority 69% of them had moderate exposure and 06 % of
them have severe exposure. The study result clearly indicates that there is a significant
relationship with the computer exposure and adolescents behaviour. In most of the
students houses parents are not putting any type of control over their computer
exposure. Nurses are expected to provide proper guidance to the parents and teachers
about the healthy ways of computer usage. As a nurse, we can conduct workshops and
seminars for adolescents to make awareness about the present problem of computer
exposure and behavioural changes in adolescents.
xiii
TABLE OF CONTENTS
Chapter
No. Title Page No.
1. Introduction
1-4
2. Objectives
5-11
3. Review of literature
12-35
4. Methodology
36-49
5. Results
50-72
6. Discussion
73-79
7. Conclusion
80-83
8. Summary
84-88
9. Bibliography
89-96
10. Annexure
97-132
xiv
LIST OF TABLES
Tab
le
No. Title
Page
No.
1. Frequency and percentage distribution of sample characteristics
51
2. Frequency and percentage distribution of sample according to
computer exposure
66
3. Mean and standard deviation of computer exposure scores
67
4. Frequency and percentage distribution of sample according to
the presence of selected behaviours
68
5. Mean and standard deviation of scores
69
6. Association between computer exposure and selected behaviour
70
7. Association between demographic variables and selected
behaviours
71
xv
LIST OF FIGURES
Figure
No. Title
Page
No.
1. Conceptual frame work based on Kolbs Experiential learning
model
10
2. Schematic representation of the research design 37
3. Schematic representation of sampling procedure 40
4. Clustered column diagram depicting percentage distribution of
sample characteristics based on age
54
5. Stacked pyramid diagram depicting percentage distribution of
students according to the gender
55
6. Stacked cylindrical diagram depicting percentage distribution of
students according to place of residence.
56
7. Pie diagram depicting percentage distribution of students
according to type of family
57
8. Pie diagram depicting percentage distribution of students
according to fathers educational status
58
9. Clustered pyramid diagram depicting percentage distribution of
students according to mothers educational status
59
10. Line diagram depicting percentage distribution of students
according to fathers occupation
60
11. Line diagram depicting percentage distribution of students
according to mothers occupation
61
12. Doughnut diagram shows distribution of samples according to
family income
62
13. Pyramid diagram shows distribution of sample according to
possession of computer at home.
63
14. Conical diagram shows distribution of sampling according to the
availability of internet at home.
64
15. Pie diagram shows distribution of sample according to
Hours of computer usage
65
16. Pie diagram shows distribution of samples according to level of
computer exposure
67
17. Pie diagram shows distribution of samples according to presence
of selected behaviours
69
xvi
LIST OF ANNEXURES
Annexu
re No. Title
Page
No.
1. Letter requesting to conduct pre testing/reliability/pilot study of
the tool
97
2. Letter requesting to conduct pre testing/reliability/pilot study of
the tool
100
3. Letter requesting opinion and suggestions of experts to validate
the tool
101
4. Letter requesting acceptance for tool validation 102
5. Consent form 103
6. Blueprint of self-reported rating scale on computer exposure
104
7. Blue print of self-reported checklist to measure the selected
behaviours
105
8. Demographic profoma
106
9. Structured self-reported questionnaire
108
10. Criteria rating scale for validation of the tool
113
11. Criteria rating scale for validation of the tool
114
12. Criteria rating scale for validation of the tool
116
13. List of content valuators
118
14. Master sheet demographic data
119
15. Master sheet o f computer exposure
122
16. Master sheet behaviour checklist
127
17. Statistical formula used in the study
132
1
1. INTRODUCTION
Adolescence is a crucial period in a persons lifespan. World Health
Organization (WHO) defines adolescence both in terms of age (spanning the ages
between 10 and 19 years) and in terms of a phase of life marked by special attributes.
1
Due to the experimentation nature and associated features exhibited by the
adolescents, they often explore the things they dont know. Computers often appear as
a good source of information to them, but our youth often fails to grab the good fruit
out of computers. Computer usage patterns among teens, including use of the internet
is increasingly influencing the behaviour of the adolescents. This trend may have an
impact on academic performance. The increasing use of computers by the youth often
results in addiction towards computer and internet.
The internet addiction disorder (IAD) is not recognized by the diagnostic and
statistical manual of mental disordersbut is being considered for the next edition at
2013. IAD is often divided into several categories; gaming, social networking, cyber-
sexual/pornography, shopping, gambling, sedentary browsing for long hours etc.
2
It
will be worthwhile if attempts are taken to give awareness about computer addiction
especially in an Indian context. Our younger generation should be given proper
direction towards better character formation and a better living in the present world.
We are in the right track and it is appropriate to monitor where our adolescents
interests and aptitudes are.
Lately parenting forums have been buzzing with parents looking for ideas how
to keep their teenagers from spending a lot of time on the computer and Internet. It
seems that teenagers these days are hooked on the computer just as they were hooked
on watching television just a decade ago. Whether they are logging into MySpace,
2
downloading songs from iTunes, blogging, chatting with each other, or spacing out
surfing the web, mounting evidence shows that teen computer use can in some cases
be classified as either a compulsion or even an addiction.
3
This study will give a birds eye view towards the pattern of computer
exposure and its influence on selected behaviour among adolescents. If one seems to
be a computer addict it is high time for the individual to consult a psychiatrist.
Need for study
We live in the world of sophisticated technology and utmost independency; it
is true that each one has an aptitude to explore the newer innovations. Among us the
adolescents show a keen interest in exploring what they dont know. Computers serve
as a window to the magical world of entertainment; however these windows posses a
magnetic field that often attracts the young and make them cling on to it. The
computer video games, chatting, viewing pornography, sedentary browsing for long
hours have significant influence on the childrens cognitive, affective and
psychomotor development.
A cross-sectional study was conducted in Germany on bedtime computer and
television habits of school children. Lack of sleep in children has been associated with
a diminished school performance, reduced attention span, and obesity. Data from 4
th
graders in 34 schools in Mainz and its surroundings were analysed in order to
determine negative health lifestyle factors in German primary school children. A total
of 1933 children from 34 schools participated by answering a questionnaire in the
2002-2003 school year (participation rate: 88%). Complete data for the secondary
analysis were available from 1889 students (51% male). Overall, 28% of the children
reported going to bed after 9 pm on week nights, 16% reported watching television
3
more than three hours daily, and 11% played computer or video games more than
three hours daily. Sufficient sleep and less television and computer leisure times
should be assertively emphasized to parents and carers of primary school students, in
order to prevent the negative consequences of lack of sleep, such as diminished school
performance.
4
A population study titled Are computer and cell phone use associated with
body mass index and overweight? A population-based sample of Finnish twins born
in 1983-1987 (N=4098) was assessed by self-report questionnaires at 17 y during
2000-2005. The association of overweight (defined by Cole's BMI-for-age cut-offs)
with computer and cell phone use and ownership was analyzed by logistic regression
and their association with BMI by linear regression models. The effect of twin ship
was taken into account by collecting for clustered sampling of families. The
proportion of adolescents who did not have a computer at home decreased from 18%
to 8% from 2000 to 2005. Compared to them, having a home computer (without an
Internet connection) was associated with a higher risk of overweight (odds ratio 2.3,
95% CI 1.4 to 3.8) and BMI (beta coefficient 0.57, 95% CI 0.15 to 0.98). Belonging
to the highest quintile (OR 1.8 95% CI 1.2 to 2.8) and second-highest quintile (OR 1.6
95% CI 1.1 to 2.4) of weekly computer use was positively associated with
overweight. Time spent using a home computer was associated with an increased risk
of overweight. Increasing use of information and communication technology may be
related to the obesity epidemic among adolescents.
5
Computers are a boon to mankind, if it is used appropriately. Its the computer
usage pattern that makes it a controversial issue; many people are unaware that
computers too have negative impact on a persons physical, psychological and social
4
disciplines. Adolescents often fail to discern the good aspect out of computers. There
are one billion populations in India in which quarter of it constitutes the adolescents.
Computer addiction is a growing intellectual hazard and it needs vigilant monitoring.
It is worthwhile to have surveillance on the forthcoming treat to the behaviour of our
adolescents. It will surely help at the right time to prepare an effective intervention for
the problem.
Statement of the problem
A study to assess the computer exposure and its influence on selected
behaviour among adolescents in selected Pre-university College at Mangalore.
Summary
This chapter has dealt with background of the study, need for the study, and
statement of the problem.
5
2. OBJECTIVES
To answer the research question, the investigator must identify specific
research aims, objectives of the specific accomplishments, which the researcher hopes
to achieve by conducting the study. The objectives not only include obtaining answers
to research questions or testing research hypothesis but may also encompass broader
aims as developing recommendations.
The objectives helps to focus on the study and avoid unnecessary collection of
data, which is not strictly necessary for understanding and solving the problem
identified. It helps to clearly organize the study in defined parts and phases.
The present study is aimed to study the computer exposure and its influence
on selected behaviours among pre-university college students.
Statement of the problem
A study to assess the computer exposure and its influence on selected
behaviours among adolescents in selected Pre-university College at Mangalore.
Objectives
1. To assess the level of computer exposure among adolescents using a
structured rating scale.
2. To examine the association between the computer exposure and selected
behaviour among adolescents.
3. To find out the association between selected behaviours and selected
demographic variables.
6
Operational definitions
Computer exposure: In this study, computer exposure means the type of usage of
computer by the adolescents, namely, social networking or sedentary browsing or
gaming for more than one hour per day.
Influence: In this study, the term influence refers to the relationship between the
number of instances that the adolescents are exposed to computers and the presence of
selected behaviours assessed by self reporting check list.
Selected behaviour: In this study, selected behaviours are aggressive behaviour
which is expressed by tendency for hitting, biting, beating, throwing things,
screaming, verbal abuse, doing risky activities etc, fearful behaviour which is
manifested by avoiding darkness fear of horror movies, fear of being alone, seeing
fearful characters in dream etc and sedentary behaviour which is evidenced by
sleepiness at daytime, obesity.
Adolescents: In this study, it denotes boys and girls aged 16 to 19 years.
Assumptions
1. Majority of the adolescents are exposed to computers.
2. Selected behaviours will be present in majority of adolescents.
Hypotheses
H
1
: There will be significant association between computer exposure and selected
behaviours.
7
H
2
: There will be significant association between selected behaviour and selected
demographic variables.
Conceptual framework
Conceptual framework is a theoretical approach to the study of problems that
is scientifically based and emphasizes the selection, arrangement and classification of
its concepts.
6
Conceptual framework refers to interrelated concepts or abstraction that is
assembled together in some rational scheme by virtue of their relevance to a common
theme.
6
In this study, conceptual frame work constructed by adopting David Kolbs
experimental learning theory (learning styles) model. Kolbs learning theory sets
out four distinct learning styles (or preferences) which are based on a four stage
learning cycle which affect the individual people differently. Kolbs model therefore
works on two levels-a four-stage cycle:
7
1. Concrete experience (CE)
2. Reflective observation (RO)
3. Abstract conceptualization (AC)
4. Active experimentation (AE)
And a four type definition of learning styles, each representing the
combination of two preferred styles, rather like a two-by-two matrix of four stages
cycles as illustrated below, for which Kolb used the terms:
8
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
4. Accommodating (CE/AE)
All behavioural models are based on learning model and Kolbs theory
explains that different people prefer a certain single different learning style. Various
factors influence a persons preferred learning style. According to Kolbs experiential
learning theory (ELT), individual first watch one event and after that feel and think
about this, which will give concrete experience and abstract conceptualization. This
will lead to doing or active experimentation. This is a cyclic process. Reflective
observation again leads to thinking and feeling which allow the repeated
activity/doing/.Kolb define these phenomena with four different terminologies that is
diverging, assimilating, accommodating and converging. Watching will allow
diverging (feel and watch) and assimilating (think and watch).Feeling and thinking
process comes under the perception continuum. Another continuum is the processing
continuum where there will be active experimentation, that is doing is an outcome of
watching, feeling, and thinking. After feeling and thinking there will be
accommodating (feel and do) and converging (think and do).Feeling and thinking is
the internal process which leads to repeated watching and doing. Present study is
based on Kolbs experiential learning theory. In this study, we are assessing the
computer exposure (watching) and behaviour (doing) through self reported
questionnaire. The internal aspect of the learning which is depending upon feeling and
thinking is not assessed but definitely occur during the cycle of watching and doing.
7
9
Kolb explains that different people naturally prefer a certain single different learning
style. Whatever influences the learning style , the learning style preference itself is
actually the product of two pairs of variables ,or two separate choices that we make,
which Kolb represented as lines of axis, each with conflicting modes at each end.
Concrete Experience-CE (feeling)---V---Abstract Conceptualization-AC (thinking).
In this study, concrete experience (CE) means the feelings created in the mind
of the adolescents during the initial experience. In this study, Abstract
Conceptualization (AC) means, the thinking process takes place in the adolescents
mind after being exposed to the different types of programmes on computer.
Active Experimentation- AE (doing)---V---Reflective observation- RO (watching)
In this study, active experimentation (AE) means the behaviour outcomes
showed by the students such as aggression, fear and reduced sedentary behaviour.
This is nothing but the experimentation of the things which they have watched in the
television. In this study, reflective observation means (RO) the selective watching of
certain programmes of their own interest. This is a gradual process taking place
through the continuous exposure to the different programmes.
A typical presentation of Kolbs two continuums is that the east- west axis is
called processing continuum (how we approach a task), and north- south axis called
perception continuum (our emotional response, or how we think or feel about it)
These learning styles are the combination of two lines of axis (continuums)
each formed between what Kolb calls dialectally related modes of grasping
experience (doing or watching), and transforming experience(feeling or thinking).
10
CONCRETE
EXPERIENCE
FEELING
Accommodating
(Feel and do)
CE/AE
P
E
R
C
E
P
T
I
O
N
C
O
N
T
I
N
U
M
(
H
o
w

w
e






































t
h
i
n
k

a
b
o
u
t

t
h
i
n
g
s
)
DIVERGING
(Feel and swatch)
CE/RO
PROCESSING CONTINUN
(How we do things)
Processing and
perception
continuum depends
upon demographic
variables
CONVERGING
(Think & do
AC/AE
Accommodating
(Feel and do)
CE/AE
ACTIVE
EXPERTMENTATION
DOING
o AGGRESSIVE
BEHAVIOUR
o FEARFUL
BEHAVIOUR
o SEDENTARY
BEHAVOUR
REFLECTIVE
OBSERVATION
Watching
EXPOSURE TO
o AGGRESSIVE
GAMES
o FEARFUL CLIPPINGS
o SEDENTARY
BROWSING
ABSTRACT
CONCEPTUALIZATION
Thinking
Areas under study
Areas not
under study
Figure 1 Conceptual framework based on Kolbs experiential learning model
11
Delimitation
This study is delimited to:
1. Adolescents who are studying for pre-university course.
2. Adolescents who are studying in the selected pre-university college at
Mangalore.
Scope of the study
1. The study will be able to identify the computer exposure among adolescents.
2. The study will be able to assess the presence of selected behaviours among
adolescents.
3. The findings will also reveal influence of computer exposure on adolescents
behaviour.
4. The study results can reveal the association between demographic variables
and computer exposure and selected behaviours
Summary
Computer usage, especially in combination with internet, has serious
consequences for adolescents' health. Believe it or not, teen offenders tend to watch
violent movies, play violent movie games, and listen to violent music.
This chapter has dealt with statement of the problem, objectives, operational
definition, assumption, hypothesis, conceptual framework, delimitation and scope of
study.
12
3. REVIEW OF LITERATURE
A lot of people have gone further than they thought they could, because
someone else thought they could
Review of literature is an important step in the development of a research
project. Literature review refers to the activities involved in identifying and searching
for information on a topic, and developing a comprehensive picture of the state of the
knowledge on the topic.
6
In depth study of any subject involves a systematic review and appraisal of all
the relevant scholarly literature on the specific topic. An extensive review of literature
was done on the related literature and non research literature. Attempts were also
made through Medline search, PsychLit and Google Internet browsers. This
contributed for gaining insight and understanding regarding the selected problem
under study.
In the present study, the literature related to the following areas was collected:
1. Effects of computer on adolescents behaviour
2. Computer exposure and aggressive behaviour
3. Computer exposure and fearful behaviour
4. Computer exposure and sedentary behaviour
Effects of computer on adolescents behaviour
A study conducted in India in 2003 to investigate the extent of internet
addiction in school children between the age group 16-18 years found that internet
13
dependents delayed their work to spend time online, lost sleep due to late-night
logons, and felt life would be boring without the internet. The hours spent on the
internet by dependents were greater than those of the non-dependents. On the
loneliness measure significant differences were found between the two groups, with
the dependents scoring higher than the non-dependents.
8
A descriptive survey using convenient sampling technique conducted among
542 undergraduate students of Udupi district, to find the impact of mobile phone and
internet use on self-reported behavioural changes revealed that, 78 (14.4%) subjects
reported of having mobile phone problematic use and 39 (7.2%) with internet
addiction behaviour. Also 146 (27%) subjects reported problem in their social
interaction with the internet use. Gender was found to have significant association
with internet and mobile phone use.
9
An evaluative study was conducted to find the psychiatric features among 20
individuals with problematic internet use in Gainesville, USA. Results showed that all
(100%) subjects' problematic internet use met DSM-IV criteria for an impulse control
disorder (ICD) not otherwise specified (NOS). All 20 subjects had at least one
lifetime DSM-IV Axis I diagnosis in addition to their problematic internet use; 14
(70.0%) had a lifetime diagnosis of bipolar disorder (with 12 having bipolar I
disorder). Methodological limitations of this study included its small sample size,
evaluation of psychiatric diagnoses by unblinded investigators, and lack of a control
group. Thus it concluded that problematic internet use may be associated with
subjective distress, functional impairment and Axis I psychiatric disorders.
10
14
A survey conducted by various faculties at the University of Catania, Italy
(N=300) to examine the health effects of excessive internet use and behavior patterns
of internet dependency, showed 5% students believed that internet facilitates social
relationships, 4% experienced euphoric feelings/excitement while online, and (1%)
considered the internet as a way of escaping from real life, the excessive amount of
time spent online (8%) and the inability to end online sessions (8%), lying to family
members to conceal the nature of involvement with the internet (3%), giving up sports
(2%) or meals (1%), the negative impact on school grades (3%), lack of sleep (4%),
and physical health problems such as backache (2%), arm or wrist pain (2%), and
vision disturbances (6%).
11
A cross-sectional, school-based survey on adolescent cyber surfing for health
information: a new resource that crosses barriers to examine adolescents' use of and
attitudes toward accessing health information through the Internet. A
socioeconomically and ethnically diverse sample of 412 suburban New York 10th
graders (mean [SD] age, 15.8 [0.68] years) were selected as samples. The study
revealed that Half (49%) of the sampled adolescents had used the Internet to get
health information. Topics most often explored through the Internet included sexually
transmitted diseases; diet, fitness, and exercise; and sexual behaviours. Adolescents
found Internet information to be of high value (using a composite gauging worth,
trustworthiness, use, and relevance), with no significant differences related to sex,
ethnicity, or mother's education. When considering 11 separate health topics, girls
found it more valuable to have information on birth control, diet and nutrition,
exercise, physical abuse, sexual abuse, and dating violence. For adolescents, the
Internet is an accessed and valued information source on a range of sensitive health
issues.
12
15
A study conducted in Nigeria on The Internet as a source of reproductive
health information among adolescent girls in an urban city to understand how in-
school and out-of-school adolescent girls use online resources to meet their
reproductive health information needs. A questionnaire was used to collect data from
1011 adolescent girls in selected secondary schools in the communities, and also from
134 out-of-school girls selected from the same communities. More than 73% of the
girls reported having ever used the Internet; more than 74% and 68% of them being
in-school and out-of-school respectively. The in-school girls (43.9%) reported having
home access more than the out-of-school (5.6%) although the out-of-school have used
the Internet for finding reproductive and related information more than the in-school.
While parents (66.22%) and teachers (56.15%) are the two sources most used to the
in-school girls, friends (63.18%) and the Internet (55.19%) were reported by the out-
of-school youth as the two most used sources of information to them.
13
The longitudinal study was conducted in University of Amsterdam on
exposure to internet pornography reduces adolescents satisfaction with their sexual
lives. Of 1,052 Dutch adolescents aged between 13 and 20, these adolescents
completed three online questionnaires that assessed their exposure to sexually explicit
internet material, sexual experiences, their perception of social norms, and satisfaction
with their sexual lives. They found that exposure to sexually explicit material on the
internet was associated with reported dissatisfaction in their sexual lives. This
relationship was especially strong in adolescents that had little to no sexual experience
and believed that sex was easily obtainable.
14
A cross-sectional survey was conducted in Korea on Internet Addiction and
Interpersonal Problems in adolescents to examine the levels of Internet addiction and
16
interpersonal problems, explore the relationship between the two, and identify the
relevant factors of Internet addiction in middle school students. The participants were
676 middle school students. The Internet addiction self-test scale and the Inventory of
Interpersonal Problems were used. Among the participants, 547 (80.9%) were
identified as general users, 108 (16%) were potential risk users, and 21 (3.1%) were
high-risk users. There were statistically significant positive correlations between
Internet addiction and interpersonal problems (r = 0.425, P = .000). There were
significant positive correlations between Internet addiction and hours spent playing
games. Internet-addicted adolescents also had more interpersonal problems. It is
important to raise awareness about Internet addiction, and close attention must be paid
not only to students at risk of Internet addiction but also to students at low risk to
prevent students from becoming addicted to the Internet.
15
A study examined whether actual-ideal self-discrepancy (AISD) is related to
pathological gaming through escapism as a means of reducing depression for
adolescent massively multiplayer online gamers. A Discrepancy-reduction Motivation
model of pathological video gaming was tested. A survey was conducted on 161
adolescent gamers from secondary schools. Two mediation effects were tested using
path analysis: (a) depression would mediate the relationship between AISDs and
escapism, and (b) escapism would mediate the relationship between depression and
pathological gaming. Results support the hypotheses stated above. The indirect effects
of both AISD and depression were significant on pathological gaming. AISD and
escapism also had direct effects on pathological gaming. The present study suggests
that pathological behaviours may be over-regulated coping strategies of approaching
the ideal self and avoiding the actual self.
16
17
A cross-sectional study was conducted on safe Internet use of young children.
Based on the analysis of survey data from 10000 children, trends in their (un)safe
Internet usage are studied in the years 20052006, 20072008, and 20082009. An
Unsafe Internet Usage Index (UIUI) is calculated. The average results point at a rather
low level of unsafe Internet usage. But these average results hide between-subject
differences and a number of children clearly reflect risky unsafe Internet usage. Also,
no consistent reduction in unsafe Internet behaviour is being observed over the
years.
17
An attitudinal survey was conducted on the influence of media exposure on
the sexual relationship among 1000 students of the private schools of Delhi and
suburban towns of Gurgaon and Noida. A total 541 boys and 459 girls in the 14-17
years age group were studied. The survey results showed that most of the boys and
girls were involved in sexual relationship due to peer pressure and media exposure.
The data also showed that quite a high population (35 percent) of both boys and girls
visits sites of the net that were not appropriate for this age group.
18
Computer exposure and aggressive behaviour
A study was conducted on Dependence on computer games by adolescents as
computer game playing is a popular activity among adolescents, a questionnaire study
was undertaken with 387 adolescents (12-16 years of age) to establish their
"dependence" using a scale adapted from the DSM-III-R criteria for pathological
gambling. Analysis indicated that one in five adolescents were currently "dependent"
upon computer games. Boys played significantly more regularly than girls and were
more likely to be classified as "dependent." The earlier children began playing
18
computer games it appeared the more likely they were to be playing at "dependent"
levels.
19
A study conducted in Germany on Excessive computer usage in adolescents-
results of a psychometric evaluation critically discussed from a pedagogic and public
health point of view. The excessive usage of computer and video games is seen as a
rewarding behaviour which can, due to learning mechanisms, become a prominent
and inadequate strategy for children to cope with negative emotions like frustration,
uneasiness and fears. In the survey, 323 children ranging in age from 11 to 14 years
were asked about their video game playing behaviour. Criteria for excessive computer
and video game playing were developed in accordance with the criteria for
dependency and pathological gambling (DSM-IV, ICD-10). Data show that 9.3%
(N=30) of the children fulfil all criteria for excessive computer and video game
playing. Furthermore, these children differ from their class mates with respect to
watching television, communication patterns, the ability to concentrate in school
lectures and the preferred strategies coping with negative emotions. In accordance
with findings in studies about substance-related addiction, data suggest that excessive
computer and video game players use their excessive rewarding behaviour
specifically as an inadequate stress coping strategy.
20
A study on Computer games in childhood and adolescence: relations to
addictive behaviour, ADHD, and aggression to describe motivational and
developmental characteristics attributed to computer games as well as the prevalence
of computer playing in children and adolescents to better understand the risks for
addictive use. The results demonstrate that children with ADHD are especially
vulnerable to addictive use of computer games due to their neuropsychological
19
profile. Moreover excessive violent computer game playing might be a significant risk
variable for aggressive behaviour in the presence of personality traits with aggressive
cognitions and behaviour scripts in the consumers.
21
A cross-sectional study was conducted in Iran on prevalence and correlates of
video game playing among children. This study was performed with a random sample
of 444 adolescents and a self-administered, anonymous questionnaire covered socio-
demographics, video gaming behaviours, mental health status, self-reported
aggressive behaviours, and perceived side effects of video game playing. Overall,
participants spent an average of 6.3 hours per week playing video games. Moreover,
47% of participants reported that they had played one or more intensely violent
games. Non-gamers reported suffering poorer mental health compared to excessive
gamers. Participants who initiated gaming at younger ages were more likely to score
poorer in mental health measures. Participants' self-reported aggressive behaviours
were associated with length of gaming. Boys, but not girls, who reported playing
video games excessively showed more aggressive behaviours. The data show a
curvilinear relationship between video game playing and mental health outcomes.
22
A longitudinal study was conducted on Exposure to violent video games and
aggression in German adolescents explored the relationship between exposure to
violent electronic games and aggressive cognitions and behaviour. A total of 295
adolescents completed the measures of violent video game usage, endorsement of
aggressive norms, hostile attribution bias, and physical as well as indirect/relational
aggression cross-sectionally, and a subsample of N=143 was measured again 30
months later. Cross-sectional results at T1 showed a direct relationship between
violent game usage and aggressive norms, and an indirect link to hostile attribution
20
bias through aggressive norms. In combination, exposure to game violence, normative
beliefs, and hostile attribution bias predicted physical and indirect/relational
aggression. Longitudinal analyses using path analysis showed that violence exposure
at T1 predicted physical (but not indirect/relational) aggression 30 months later,
whereas aggression at T1 was unrelated to later video game use. Exposure to violent
games at T1 influenced physical (but not indirect/relational) aggression at T2 via an
increase of aggressive norms and hostile attribution bias. Longitudinal study finding
that exposure to video game violence predicted physical (but not relational)
aggression 30 months later.
23
A study conducted on Is aggression in children with behavioural and
emotional difficulties associated with television viewing and video game playing?
Examined such associations, focussing on children and young people with
behavioural and emotional difficulties, who are thought to be more susceptible. A
total of 12 studies: three experiments with children with behavioural and emotional
difficulties found increased aggression after watching aggressive as opposed to low-
aggressive content television programmes, one found the opposite and two no clear
effect, one found such children no more likely than controls to imitate aggressive
television characters. One case-control study and one survey found that children and
young people with behavioural and emotional difficulties watched more television
than controls; another did not. Two studies found that children and young people with
behavioural and emotional difficulties viewed more hours of aggressive television
programmes than controls. One study on video game use found that young people
with behavioural and emotional difficulties viewed more minutes of violence and
played longer than controls. This systematic review found insufficient, contradictory
and methodologically flawed evidence on the association between television viewing
21
and video game playing and aggression in children and young people with
behavioural and emotional difficulties.
24
A study conducted on Computer and video game addiction-a comparison
between game users and non-game using and 8 control subjects. Psycho-physiological
mechanisms underlying computer game addiction are mainly stress coping
mechanisms, emotional reactions, sensitization, and reward. Computer game playing
may lead to long-term changes in the reward circuitry that resemble the effects of
substance dependence. The brain imaging study showed that healthy control subjects
had reduced dopamine D2 receptor occupancy of 10.5% in the caudate after playing a
motorbike riding computer game compared with baseline levels of binding consistent
with increased release and binding to its receptors. Ex-chronic "ecstasy" users showed
no change in levels of dopamine D2 receptor occupancy after playing this game. This
evidence supports the notion that psycho-stimulant users have decreased sensitivity to
natural reward. Computer game addicts or gamblers may show reduced dopamine
response to stimuli associated with their addiction presumably due to sensitization.
25
A study conducted in Germany on Internet- and computer game addiction:
phenomenology, comorbidity, aetiology, diagnostics and therapeutic implications for
the addictives and their relatives to give an overview about the current scientific
discussion of the overuse and addiction of internet and computer game playing.
Recent epidemiological data suggest that 1.5-3.5 % of adolescent computer and
internet users show signs of an overuse or addictive use of computer and video games.
Moreover there is evidence that the disorder is associated with higher rates of
depression, anxiety, as well as lower achievements e. g. at school. Although the
nosological assignment still remains unclear there is some evidence from
22
neurobiological data that the disorder can be conceptualized as behavioural
addiction.
26
A study was conducted on Computer game addiction: a psychopathological
symptom complex in adolescence to access excessive computer gaming in German
adolescents as an addictive disorder and its potential negative consequences.
Psychopathological computer gaming behaviour was diagnosed by applying the
adapted diagnostic criteria of substance-related-addictions as defined by the ICD-10.
At the same time demographic variables, state of clinical anxiety and underlying
cognitive mechanisms were analyzed.6.3 % of the 221 participating pupils - mostly
boys with a low educational background - fulfilled the diagnostic criteria of a
behavioural addiction. Clinically diagnosed adolescents exhibited limited cognitive
flexibility and were identified to utilize computer gaming as a mood management
strategy. These results can be interpreted as a first hint for a prevalence estimation of
psychopathological computer gaming in adolescents.
27
A study on The relationship between violent video games, acculturation, and
aggression among Latino adolescents to evaluate the hypotheses that Latino middle
school children exposed to higher levels of video game playing will exhibit a higher
level of aggression and fighting compared to children exposed to lower levels and that
the more acculturated middle school Latino children will play more video games and
will prefer more violent video games compared to less acculturated. The study
involved 5,831 students and a linear relationship was observed between the time spent
playing video games and aggression scores. Higher aggression scores were
significantly associated with heavier video playing for boys and girls (p < 0.0001).
The more students played video games, the more they fought at school (p<0.0001).
23
As Latino middle school students were more acculturated, their preference for violent
video game playing increased, as well as the amount of time they played video games.
Students who reported speaking more Spanish at home and with their friends were
less likely to spend large amounts of time playing video games and less likely to
prefer violent video games (p < 0.05).
28
A longitudinal study conducted in Japan and united states on Longitudinal
effects of violent video games on aggression to test whether high exposure to violent
video games increases physical aggression over time in both high- (United States) and
low- (Japan) violence cultures. Samples consisted of 181 Japanese junior high
students ranging in age from 12 to 15 years. A second Japanese sample consisted of
1050 students ranging in age from 13 to 18 years. The third sample consisted of 364
United States 3rd-, 4th-, and 5th-graders ranging in age from 9 to 12 years. Those who
played a lot of violent video games became relatively more physically aggressive.
Multisample structure equation modelling revealed that this longitudinal effect was of
a similar magnitude in the United States and Japan for similar-aged youth and was
smaller (but still significant) in the sample that included older youth. These
longitudinal results confirm earlier experimental and cross-sectional studies that had
suggested that playing violent video games is a significant risk factor for later
physically aggressive behaviour and that this violent video game effect on youth
generalizes across very different cultures.
29
A study was conducted on Exposure to violent video games increases
automatic aggressiveness. The effects of exposure to violent video games on
automatic associations with the self were investigated in a sample of 121 students.
Playing the violent video game Doom led participants to associate themselves with
24
aggressive traits and actions on the Implicit Association Test. In addition, self-
reported prior exposure to violent video games predicted automatic aggressive self-
concept, above and beyond self-reported aggression. Results suggest that playing
violent video games can lead to the automatic learning of aggressive self-views.
30
A meta-analytic review on Violent video game effects on aggression,
empathy, and prosocial behaviour in eastern and western countries to test the effects
of violent video games on aggressive behaviour, aggressive cognition, aggressive
affect, physiological arousal, empathy/desensitization, and prosocial behaviour.
Unique features of this meta-analytic review include (a) more restrictive
methodological quality inclusion criteria than in past meta-analyses; (b) cross-cultural
comparisons; (c) longitudinal studies for all outcomes except physiological arousal;
(d) conservative statistical controls; (e) multiple moderator analyses; and (f)
sensitivity analyses. Social-cognitive models and cultural differences between Japan
and Western countries were used to generate theory-based predictions. Meta-analyses
yielded significant effects for all 6 outcome variables. The evidence strongly suggests
that exposure to violent video games is a causal risk factor for increased aggressive
behaviour, aggressive cognition, and aggressive affect and for decreased empathy and
prosocial behaviour. Moderator analyses revealed significant research design effects,
weak evidence of cultural differences in susceptibility and type of measurement
effects, and no evidence of sex differences in susceptibility.
31
Violent video game effects on children and adolescents. A review of the
literature to: 1) determine the multiple effects; 2) to offer critical observations about
common strengths and weaknesses in the literature; 3) to provide a broader
perspective to understand the research on the effects of video games. The review
25
includes general theoretical and methodological considerations of media violence, and
description of the general aggression model (GAM). The literature was evaluated in
relation to the GAM. Published literature, including meta-analyses are reviewed, as
well as relevant unpublished material, such as conference papers and dissertations.
Overall, the evidence supports hypotheses that violent video game play is related to
aggressive affect, physiological arousal, aggressive cognitions, and aggressive
behaviours. The effects of video game play on school performance are also evaluated,
and the review concludes with a dimensional approach to video game effects.
32
An exploratory study was conducted on media exposure among 1500 school
students from classes 8
th
- 12
th
of 10 government schools in Chandigarh. The study
investigated the prevalence and demographic characteristics of witnesses, victims, and
perpetrators of violence and the impact of violence exposure on their psychosocial
adjustments. The findings showed that 69 percent had witnessed violence in real life,
of which 28 percent was of serious in nature. The prevalence of victims and
perpetrators was 27 percent and 13 percent respectively. Male gender was a predictive
risk factor for witnessing and perpetrating violence (p<0.001). Victims were females
having poorer school performance (p<0.05). Its impact on their adjustment was
detrimental.
33
Computer exposure and fearful behaviour
A study was conducted on When time stands still: fear-specific modulation of
temporal bias due to threat. The current study was designed to test the fear-specific
nature of temporal bias due to threat. A temporal bisection procedure was used in
which participants (N = 46) were initially trained to recognize short (400 ms) and
long (1,600 ms) standard durations. In the test phase, participants were asked to judge
26
whether the duration of computer-generated faces drawn to appear threatening,
fearful, and neutral, was closer to either the short or long duration they had learnt
earlier. Past research was replicated-the durations of the arousing facial expressions
were overestimated relative to a low arousal (neutral) expression. Overestimation for
threat was positively correlated with individual differences in fearfulness, trait
anxiety, and distress. Multiple regression analyses were carried out to test the
hypothesis was that individual differences in anxiety and fearfulness but not other
traits would uniquely predict temporal overestimation due to threat. The results
showed that fearfulness but not other traits (trait anxiety, anger, distress, activity, and
sociability) was a unique and strong (partial r = .47) predictor of increased
overestimation for both threatening and fearful expressions. The findings support the
hypothesis that threat-related expressions activate a fear-specific system or fear
representations in fearful individuals.
34
Computer exposure and sedentary behaviour
A cross sectional study on Insomnia symptoms among adolescent students
with excessive computer use to assess the intensity of computer use and insomnia
epidemiology among Greek adolescents, to examine any possible age and gender
differences and to investigate whether excessive computer use is a risk factor for
developing insomnia symptoms. Samples were 2195 high school students.
Demographic data were recorded and two specific questionnaires were used, the
Adolescent Computer Addiction Test (ACAT) and the Athens Insomnia Scale
(AIS).Females scored higher than males on insomnia complaints but lower on
computer use and addiction. A dose mediated effect of computer use on insomnia
complaints was recorded. Computer use had a larger effect size than sex on insomnia
27
complaints. Duration of computer use was longer for those adolescents classified as
suffering from insomnia compared to those who were not. Computer use can be a
significant cause of insomnia complaints in an adolescent population regardless of
whether the individual is classified as addicted or not.
35
A telephone survey was conducted on Television, video, and computer game
usage in children under 11 years of age to conduct a population-based survey of
television and other media usage in young children to determine (1) total media
usage; (2) the proportion of children who have televisions in their bedrooms and who
eat breakfast or dinner in front of the television; and (3) predictors of parental concern
about the amount of television their child watches. The mean age of the index child
was 5.05 years. Mean daily reported child media use was as follows: television (1.45
hours; SD, 1.5); videos (1.1 hours; SD, 1.30); and computer games (0.54 hours; SD,
0.96). In multivariate linear regression, eating breakfast or dinner in front of the
television in the past week was associated with increased hours of television viewing
(0.38 hours [0.21, 0.54]) and video (0.19 hours [0.04, 0.34]). Having a television in a
child's bedroom was associated with increased hours of television (0.25 hours [0.07,
0.43]), video viewing (0.31 hours [0.16, 0.47]), and computer games (0.21 hours
[0.10, 0.32]). In general, higher parental education was associated with decreased
hours of television and video but not computer games.
36
A descriptive, cross-sectional study was conducted based on subjective
questionnaires that assessed night time habits of television viewing and Internet use
during weekdays and perceived sleep quality among university students. Sleep
perception was measured using the Pittsburgh Sleep Quality Index (PSQI). The study
group comprised 710 university students aged 17-25 years. Analysis of sleep
28
perception in relation to internet use revealed that 58.06% of subjects who accessed
the internet between 19:00 and 21:00 slept poorly; 71.43% between 19:00 and 22:00;
73.33% between 19:00 and 24:00; and 52.38% between 19:00 and 03:00 (p = 0.0251).
Concerning the relationship between television exposure and perceived sleep, the
groups did not differ from each other (p = 0.9303). This study showed that internet
use between 19:00 and 24:00 increases the risk of poor sleep among young adults, in
comparison with television viewing times.
37
A cross-sectional study was conducted on the associations of leisure-time
internet and computer use with overweight and obesity, physical activity and
sedentary behaviours. Participants completed a mail-back questionnaire including
items on their height and weight, past seven-day recall of leisure-time physical
activity, Internet and computer use, and other leisure-time sedentary behaviours.
Multinomial logistic regression, adjusted for gender, age, employment, education,
other sedentary behaviours and physical activity, determined that participants with a
high leisure-time Internet and computer use were 1.46 (95% CI = 1.10 - 1.93) times
more likely to be overweight (BMI >25 and < 30 kg/m
2
) and 2.52 times more likely
(95% CI = 1.82 - 3.52) to be obese (BMI>30 kg/m
2
), compared to those who reported
no Internet and computer use in their leisure-time. These findings suggest that apart
from nutritional and physical activity interventions, it may also be necessary to
decrease time spent in sedentary behaviours, such as leisure-time Internet and
computer use, in order to reduce the prevalence of overweight and obesity.
38
A cross-sectional survey was conducted on sleep patterns, electronic media
exposure and daytime sleep-related behaviours among adolescents to assess weekday
and weekend sleep patterns and their relationships with electronic media exposure and
29
with daytime sleep-related behaviours, including sleep problem behaviours, sleepiness
and fatigue in Israeli adolescents. The survey included 470 8
th
and 9
th
grade middle
school students (mean age 140.8) in the normative school system, was performed.
Students completed the modified School Sleep Habits Survey (SSHS), and the
modified Electronic Media and Fatigue Questionnaire (EMFQ). Adolescents went to
bed at 23:00 and 01:45 hours, and slept <7.5 and nearly 10.0 h on average, during
weekdays and weekends respectively. Average electronic media exposure per day was
about 3 h for television and 2.5 h for internet. Increased electronic media exposure
and poor daytime sleep-related behaviours predicted later bedtime, longer sleep
latency during weekdays and later wake-up time during weekends. Poor sleep patterns
in Israeli adolescents are related to excessive electronic media habits and daytime
sleep-related problems.
39
A cohort study on sedentary behaviour in adolescents associated with media
exposure to estimate the prevalence of sedentary behaviour and investigate associated
factors in adolescents. Sedentary behaviour was investigated with a questionnaire, and
was defined as spending more than two hours per day playing videogames, or using
the computer. Of the 4,452 adolescents interviewed, 44% playing videogames, and
22% using the computer. Prevalence of sedentary behaviour was 79.7% (95% CI:
78.6; 80.9) and showed a positive association with socioeconomic level and
nutritional status and a negative association with well-being. These 11-year-olds spent
extensive time at TV viewing, videogames, and the computer.
40
A study was conducted on Television viewing, computer game playing, and
Internet use and self-reported time to bed and time out of bed in secondary-school
children To investigate the relationship between the presence of a television set, a
30
gaming computer, and/or an Internet connection in the room of adolescents and
television viewing, computer game playing, and Internet use on the one hand, and
time to bed, time up, time spent in bed, and overall tiredness in first- and fourth-year
secondary-school children on the other hand. A random sample of students from 15
schools in Flanders, Belgium, yielded 2546 children. Children with a television set in
their rooms went to bed significantly later on weekdays and weekend days and got up
significantly later on weekend days. Overall, they spent less time in bed on weekdays.
Children with a gaming computer in their rooms went to bed significantly later on
weekdays. On weekdays, they spent significantly less time in bed. Children who spent
more time playing computer games went to bed later on weekdays and weekend days
and got up later on weekend days. On weekdays, they actually got up significantly
earlier. They spent less time in bed on weekdays and reported higher levels of
tiredness. Children who spent more time using the Internet went to bed significantly
later during the week and during the weekend. They got up later on weekend days.
They spent less time in bed during the week and reported higher levels of tiredness.
Going out was also significantly related to sleeping later and less.
41
A cohort study was conducted in Australia on the Stability of television
viewing and electronic game/computer use and relationship with body mass index to
describe longitudinal patterns of television viewing and electronic game/computer
use, and investigate relationships with body mass index (BMI). 1278 children aged 5
10 years at baseline and 813 years at follow-up had their BMI calculated, from
measured height and weight, and transformed to z-scores based on US 2000 growth
data. Children were classified as meeting electronic media use guidelines if their total
screen time was 14 hrs/wk. Television viewing and electronic game/computer use
tracked moderately and total screen time was positively associated with adiposity
31
cross-sectionally. Electronic media use in Australian elementary school children is
high, increases with age and tracks over time. There appears to be a bi-directional
association suggesting that interventions targeting reductions in either screen time or
adiposity may have a positive effect on both screen time and adiposity.
42
A cross national survey on Is spending time in screen-based sedentary
behaviours associated with less physical activity to determine whether exceeding the
suggested guidelines for screen-based sedentary behaviour is associated with reduced
levels of physical activity across different geographical regions. Data were collected
through questionnaires from 11-,13- and,15- year olds. The final sample included
200,615 adolescents from 39 different countries in Europe and North America.
Gender and country stratified analyses regressed time spent in leisure-time vigorous
physical activity (VPA) and days of 60 minutes moderate to vigorous physical activity
(MVPA) on time spent in screen-based sedentary behaviours. Exceeding 2 hrs of
daily total screen-time was negatively associated with MVPA for both boys and girls,
and with VPA for girls. Gaming was associated with less MVPA and VPA for boys,
and non-gaming computer use was associated with higher levels of VPA for both
genders. Stronger negative associations between physical activity and screen-based
sedentary behaviours were found in countries where mean levels of physical activity
were relatively high.
43
A comparative study was conducted to examine the association of Internet
overuse with excessive daytime sleepiness (EDS), among 2336 high school students
in South Korea (boys, 57.5%; girls, 42.5%) Results showed that, the proportions of
boys who were classified as Internet addicts and possible Internet addicts were 2.5%
and 53.7%, respectively. For girls, the corresponding proportions were 1.9% and
32
38.9%, respectively. When Internet addicts were compared with non-addicts, they
consisted of more boys, drank alcohol more, and considered their own health
condition as poor. But smoking was not related with Internet addiction. The
prevalence rate of EDS for Internet addicts was 37.7%, whereas that for possible
Internet addicts and non-addicts was 13.9% and 7.4%, respectively. The prevalence of
insomnia, witnessed snoring, apnea, teeth grinding, and nightmares was highest in
Internet addicts, middle in possible addicts, and lowest in non-addicts. With
adjustment for duration of Internet use, duration of sleep time, age, gender, smoking,
taking painkillers due to headache, insomnia symptoms, witnessed apnea, and
nightmares, the odds of EDS were 5.2-fold greater (95% confidence interval [CI]: 2.7-
10.2) in Internet addicts and 1.9-fold greater (95%CI: 1.4-2.6) in possible Internet
addicts compared to non-addicts. Thus it concluded that, internet addiction is strongly
associated with EDS in adolescents.
44
An evaluative study was conducted to find the association between harmful
alcohol use and Internet addiction among 2453 college students in Taiwan. The
results demonstrated, internet addiction was associated with harmful alcohol use
among college students. College students with Internet addiction had higher scores on
the behavior inhibition system (BIS) and behavior approach system (BAS) fun-
seeking subscales. Thus it concluded that, internet addiction is associated with
harmful alcohol use. Furthermore, fun seeking was the shared characteristic of these
two problem behaviors and might contribute to the association.
45
33
A randomized controlled experimental study was conducted to find the
therapeutic effect of electroacupuncture (EA) combined with psychologic interference
in 47 patients with internet addiction disorder (IAD), in Chendu, China. Subjects were
assigned to two groups treated respectively with psychotherapy alone (A, 23 cases)
and EA plus psychotherapy (B, 24 cases). The results showed that total effective rate
was 91.3% (21/23) in Group B, better than that (59.1%, 13/22) in Group A. By the
end of this study, all scores in Group B, were significantly lower than those in Group
A respectively. Thus it concluded that, using psychologic interference alone or
combined with EA can significantly reduce the IAD self rating scale (ISS) score and
significantly reduce anxiety and improve self-conscious health status in patients with
IAD, but the effect obtained by the combined therapy is better
.46
An experimental study was conducted to evaluate an Internet addiction
treatment program for 59 Chinese adolescents in Hong Kong. Indigenous multi-level
counseling program was designed. Findings regarding objective outcome evaluation,
pretest and posttest data generally showed that the Internet addiction problems of the
participants decreased after joining the program and there were some slight positive
changes in the parenting attributes. For the subjective outcome evaluation findings,
participants generally perceived that the program was helpful. Findings based on these
two evaluation strategies suggest this multi-level indigenous counseling program has
promise for helping young people with Internet addiction problems
.47
A survey was done to find the effectiveness of Cognitive behavior therapy
(CBT) with 114 clients who suffered from Internet addiction and received CBT at the
Center for Online Addiction in Hannover. Results suggested that most clients were
able to manage their presenting complaints by the eighth session, and symptom
management was sustained upon a 6-month follow-up. Thus it concluded that, as the
34
field of Internet addiction continues to grow, such outcome data will be useful in
treatment planning with evidenced-based protocols unique to this emergent client
population
.48
An article, Computer addiction: implications for nursing psychotherapy
practice, presents what is currently documented in the literature regarding the
incidence, symptomatology, and nursing psychotherapy interventions relevant to
computer addiction and its treatment, in USA. Issues presented include computer
addiction, virtual relationships, online marital infidelity, and compulsive online sexual
behavior. Review of literature was from Medline, Psychoinfo, CINAHL, and current
texts. This concluded that, given the increased use of computers in today's society,
there is the potential for overuse of technology and neglect of others and self as a
result of computer addiction. Computer disorders also present themselves as marital
or couple discord with the potential for online extramarital affairs and compulsive
sexual online behavior. A summary and an assessment tool should be provided to
guide the nurse psychotherapist in practice.
49
An exploratory study investigated the prevalence of Internet addiction and
correlations with family factors among 903 South Korean adolescents. The results
showed that,One-tenth (10.7%) adolescents were considered at high risk for Internet
addiction. Parenting attitudes, family communication, family cohesion, and family
violence exposure (e.g., conjugal violence and parent-to-child violence) were
associated with Internet addiction. These findings indicate that families play an
important role in preventing Internet addiction and must be considered when
programs are developed to minimize excessive Internet usage by high-risk
adolescents.
50
35
Summary
This chapter dealt with relevant literature about the television exposure and its
influence on school childrens behaviour such as aggression, fear and reduced
sensitivity towards others pain. The literature reviewed under these headings helped
the investigator to establish the need of the study. It also facilitated the investigator in
formulation of hypotheses, preparation of tool and selection of research methodology.
36
4. METHODOLOGY
For any research work, the methodology of the investigation is of vital
importance. Research methodology is a way to systematically solve research
problems. It includes the steps, procedures and strategies for gathering and analyzing
the data in a research investigation
41
In this chapter, details of methodology that was selected by the investigator to
find out the association between computer exposure and its influence on selected
behaviours among pre-university college students is presented. The methodology of the
study includes research approach, research design, setting of the study, variables under
the study, population, sample, sampling techniques, sampling criteria, and data
collection instruments, content validity of the tool, pilot study, data collection process
and plan for data analysis.
Research Approach
Research approach indicates the basic procedure for conducting research. The
choice of the appropriate approach depends on the purpose of the study. The main
objective of the study was to find out the association between computer exposure and
its influence on selected behaviours among pre-university college students. Hence a
descriptive approach was adopted.
Descriptive approach is a non-experimental study in which the researcher
investigates a community or a group of people. Surveys are not aimed at discovering
the cause of a phenomenon but are intended to provide accurate quantitative
description. An exploratory survey is a research design that involves obtaining more
information and describing or objecting the nature of situation under study.
6
37
Figure 2: schematic representation of the research design
Instruments Plan of Analysis Variables Subjects
1. Analysis of Baseline
proforma by descriptive
statistics
2. Association between
computer exposure and
selected behaviours by chi
square analysis
3. Association between
demographic variables and
computer exposure by chi
square analysis
4. Association between
demographic variables and
presence of selected
behaviours by chi square
analysis
Computer exposure,
Presence of selected
behaviours,
Demographic variables
Construction of
tools for
investigating
Demographic
data
Computer
exposure
Selected
behaviours
Male and female
adolescents selected
from selected Pre-
university College at
Mangalore.
Formulation
of hypotheses
Extraneous Variables
Such as
Age
Sex
Socioeconomic
status
Occupation of
parents etc.
38
Research Design
Research design is the overall plan for addressing a research question,
including specification for enhancing the integrity of the study
6
.
A descriptive design was adopted for the study. The purpose of this study was
to describe the computer exposure and the selected behaviours. Computer exposure
was assessed by a self-reported rating scale. Presence of selected behaviours was
assessed by a self-reported checklist. Association between computer exposure and
selected behaviours were studied by Karl Pearson correlation coefficient. Association
between demographic variables and selected behaviour also were studied by Chi
Square method.
Variables under study
Variables are any phenomena or characteristics or attitudes under the study.
Variables are the measurable characteristics of a concept and consist of a logical
group of attitude
6
.
Research variables in the study are computer exposure and selected
behaviours.
Extraneous variable
All those variables which are present in the research environment that may
interfere with research findings
6
.
In this study, it refers to the age, sex, place of residence, type of family,
educational and occupational status of the parents, monthly income of family,
39
presence of computer and internet at home and hours of computer usage by the
adolescent.
Research setting
The study was conducted in four selected pre-university colleges situated in
Mangalore.
Population
The target population is the total group of adolescents about whom the
investigator is interested and to whom the results could reasonably be generalized.
Population is the entire aggregation of the cases that meet a designated set of criteria.
6
In this study the population consists of adolescents of selected pre-university college
at Mangalore.
Sample and sampling technique
Sample refers to a subset of a population selected to participate in a research
study
34
. In this study, the sample consists of 100 adolescents from selected pre-
university College at Mangalore who fulfilled the sampling criteria.
Sampling is the process of selecting a portion of the population to represent
the entire population
34
. A Multi stage Random Sampling technique was used to select
the samples for the study. The list of all pre-university colleges in Mangalore was
collected. There were about 13 pre-university colleges in Mangalore. Out of 13, 4 pre-
university colleges were selected for the pre testing, reliability, pilot study and for the
main study by lottery method. 100 adolescents from 5 different classes were selected
by the simple random sampling technique, and then from each class 20 adolescents
40
were selected by simple random technique irrespective of the number of adolescents
in the class.
Figure 3: schematic representation of Multi stage simple random sampling
technique
Pre-university Colleges in Mangalore city
1 2 3 4 5
Selected pre-university College
Selected classes from each college
Selected students from each classes
100
Samples
20 20 20 20 20
SRS
SRS
SRS
SRS: Simple Random Sampling
11
41
Criteria for sample selection
a. Inclusion Criteria
The sample was selected with the following predetermined criteria:
- The adolescents who are studying in the selected pre-university college at
Mangalore.
- The adolescents whose age is between 16 and 19 years.
- The adolescents who can read or write English.
b. Exclusion criteria
- The adolescents who are below 16 years of age.
- The adolescents studying in selected pre-university college, who are not
available or on leave at the time of data collection
Data collection instruments
Data collection instruments are the procedures or instruments used by the
researcher to observe or measure the key variables in the research problem.
34
Tool used for the study would consist of two parts that are described below:
Part 1: Demographic profile of adolescents studying in the selected pre-university
college at Mangalore.
42
Part 2: Structured checklist and rating scale that would consist of questions for
assessing the computer exposure and its influence on selected behaviour among
adolescents.
Development of the instruments
The researcher developed tools from the reviewed literature and those items
that were relevant to the study were selected.
The following steps were adopted in the development of the instrument:
- Review of literature
- Discussion with experts.
- Development of a blueprint.
- Construction of demographic proforma, self reported rating scale to assess the
computer exposure and self reported checklist to find out the presence of
selected behaviours.
Content validity
- Pre-testing the instruments
- Reliability
Description about the blueprint-Section: B
The items selected for the tools were divided into aggressive games, fearful
clippings and sedentary browsing.
43
Description about the blueprint -Section C
The items selected for the tools were placed under three headings namely
aggressive behaviour, fearful behaviour and sedentary behaviour.
Section A: Demographic proforma of the patient
This part consisted of 12 items, which were related to background data of
adolescent. The areas included were age, sex, class, place of residence, type of family,
education of father, education of mother, occupation of the father, occupation of the
mother, monthly income of the family, availability of computer at home, availability
of internet at home, hours of spending time at computer per day.
Section B: Self reported questionnaire to assess the computer exposure
This part of the tool consisted of 30 items. (annexure- 6)
These 30 items were categorized into three areas such as:
1. Aggressive games
2. Fearful clippings
3. Sedentary browsing.
The first 10 items of aggressive games consisted of 10 different aggressive
games which are available through the variety computer software.
In the section B adolescents were asked to fill up the tool by putting tic ()
mark corresponding to each scenes exposure. The options given were always, most
of the time, sometimes and rarely. Responses to these items are weighed from 1
(rarely) to 4 (always). In computing the exposure scores, each item receives the
44
appropriate number according to the respondents position on the alwaysrarely
continuum. The high score indicates more exposure. The maximum score in this
section was 120 and the minimum was 30.
Section C: self reported checklist to assess the presence of selected behaviours
This part of the tool consisted of 30 items. (Annexure-7) these are categorized
into three areas such as aggressive behaviours, fearful behaviour, and sedentary
behaviours. The first 10 items of aggressive behaviour consisted of 10 different
aggressive behaviours which may be expressed by the child during the day to day life.
11-20 items consisted of some fearful behaviours and 21- 30 items consisted of
certain sedentary behaviours.
In the section C, adolescents were asked to fill up the tool by putting tic ()
mark corresponding to presence each behaviour. The options given were yes or no.
Responses to these items are weighed by giving 1 score to yes and zero to no
answer. The maximum score in this section was 30 and the minimum of 10
Content validity of instrument
Content validity is the intent to which a measuring instrument provides
adequate coverage of the topic under study
6
. After preparing the tool the researcher
send it to the different experts in the field of psychiatry, psychology, pediatrics and
education for assessing the content validity of the tool. The tool containing three
sections, blue print of the tool, validation form and the acceptance letter were
enclosed in a single cover and send to the experts in the various field. After validating
the tool researcher collected it back from the experts. The items which majorities of
45
the experts are disagreed were removed from the tool. The suggested modifications
also were done by the researcher
Pre-testing of the instrument
Pre-testing is a process of measuring the effectiveness of an instrument. The
purpose is to reveal problems related to answering, completing and returning the
instrument and to point out weakness in the administration, organization and
distribution of the instrument.
6
After seeking the formal permission from the principal of pre-university
college the tools were pre-tested. The tool was administered on 10 samples and all the
items were clearly understood by the adolescents.
46
Reliability of the instrument
Reliability is defined as the extent to which the instrument yields the same
results on repeated measures; it is then concerned with consistency, accuracy, stability
and homogeneity
6
In this study, Split half method is used to find out the reliability of Section B
and C. The reliability of section B: Self reported rating scale to assess the computer
exposure was done by Split half method with Spearman Brown prophecy formula
r
20
=0.80. The reliability of Section C: Self reported checklist to find out the presence
of selected behaviours was also done by Split half method with Spearman Brown
prophecy formula r
20
= 0.80. This indicates that both the instruments are reliable.
Pilot study
Pilot study is defined as a smaller version of a proposed study conducted to
refine the methodology. It is developed with similar subjects, the same setting and the
same data collection and analysis techniques
32
The purpose of pilot study was to find out the feasibility of the study, clarity of
language in the tool and to finalize the plan for analysis.
The main objectives of the pilot study were to help the researcher to become
familiar with the use of the tool and to find out any difficulties to conduct the main
study.
Pilot study was conducted to assess the feasibility of the study. Formal
permission was obtained from the pre-university College, before conducting the
study. The tool was administered to 10 adolescents, i.e. 10 adolescents who fulfilled
47
the sampling criteria. It was conducted in a similar way as the final data collection.
The adolescents took 20 minutes to answer the questions. The tool was understood
well by the adolescents except they needed clarification for one or two words in the
questionnaire. No modification was made in the tool after the pilot study. Data
analysis was done using descriptive and inferential statistics. The study was found
feasible and practicable.
After conducting the pilot study it was found that the study was feasible,
subjects were co-operative, the data collection instruments were relevant and the time
and cost for the study was within the limit.
Data collection process
Formal written permission was obtained from the head of the institution of
pre-university College before the data collection. First, the investigator met the
adolescents in selected classes of the selected schools, introduced herself and the
purpose of the visit was explained in brief. Adolescents were assured of the
confidentiality of their response. The adolescents were asked to clarify any doubts
regarding the questions or wordings while they were answering. The investigator did
not face any difficulty in collecting the data from the adolescents. The data collection
process was terminated by thanking each respondent for their co-operation.
Plan for data analysis
Analysis is the systematic organization and synthesis of research data and the
testing of the research hypothesis using that data.
35
It was decided to analyze the data by both descriptive and inferential statistics
on the basis of objectives and the hypotheses of the study. Master data sheet will be
48
prepared by the investigator to analyze the data. The data will be analyzed in terms of
descriptive (mean, standard deviation, percentage) and inferential statistics (chi square
test)
Section 1
Demographic proforma containing sample characteristics would be analyzed
using frequency and percentage.
Section 2
The computer exposure would be analyzed by scores percentage, frequency,
mean and standard deviation.
Section 3
The selected behaviours would be analyzed using percentage, frequency, mean
and standard deviation.
Section 4
The association between the computer exposure and selected behaviours
would be analyzed by Karl pearson correlation coefficient. The separate association
between each programme exposure and each behaviour also would be analyzed using
the same method.
Section 5
The association between demographic variables and presence of selected
behaviours would be analyzed by chi square test.
49
Summary
This chapter dealt with research design, variables, setting of the study,
population, sample, data collection instruments, development of the tool, content
validity, pre-testing and reliability of the tool, description of the tool, pilot study, data
collection process and plan for data analysis.
50
5. RESULTS
This chapter deals with the analysis and interpretation of data collected from
100 pre-university college students. Tool consisted of section A- demographic
proforma, section B-structured self reported rating scale to assess the computer
exposure and section C- structured self reported checklist to assess the selected
behaviours. The purpose of analysis was to summarize, compare and to test the
proposed relationship and to infer the findings. The collected data are tabulated in the
master sheet and analyzed using descriptive and inferential statistics
Objectives of the study
The objectives of the study were:
1. To assess the level of computer exposure among adolescents using a
structured rating scale.
2. To examine the association between the computer exposure and selected
behaviour among adolescents.
3. To find out the association between selected behaviours and selected
demographic variables.
Organization of findings
The data collected from the clients were organized and presented under the
following sections:
Section I - Description of Baseline Sample characteristics.
Section II - Description of computer exposure.
51
Section III - Description of selected behaviours.
Section IV - Association between computer exposure and selected behaviours.
Section V - Association between demographic variables and selected behaviours.
Section I: Description of sample characteristics
A sample of 100 pre-university college students were drawn from the selected
pre-university college based on the specific criteria. The data are analyzed using
descriptive statistics and presented in terms of frequency, percentage and diagram.
The frequency and percentage of the sample in relation to their demographic
characteristics are presented in the following table.
Table 1: Frequency and percentage of the sample in relation to their
demographic characteristics
N=100
Sl. No. Baseline Proforma Frequency Percentage
1 Age of the child
1.1 16-17 35 35
1.2 17-18 65 65
2 Gender
2.1 Male 71 71
2.2 Female 29 29
3 Place of residence
3.1 Urban 79 79
3.2 Semi urban 12 12
3.3 Rural 9 9
52
Sl. No. Baseline Proforma Frequency Percentage
4 Type of family
4.1 Single parent family 26 26
4.2 Nuclear family 62 62
4.3 Joint family 12 12
5 Education of father
5.1 Below P.U.C 22 22
5.2 Graduate 48 48
5.3 Post graduate 10 10
5.4 Professional education 20 20
6 Education of mother
6.1 Below P.U.C 27 27
6.2 Graduate 45 45
6.3 Post graduate 12 12
6.4 Professional education 16 16
7 Occupation of father
7.1 Professional 24 24
7.2 Business 49 49
7.3 Daily wage earner 1 1
7.4 Farmer 4 4
7.5 Government employee 13 13
7.6 Others 9 9
8 Occupation of mother
8.1 Professional 15 15
8.2 Business 6 6
8.3 Daily wage earner 1 1
53
Sl. No. Baseline Proforma Frequency Percentage
8.4 Farmer 1 1
8.5 Government employee 7 7
8.6 House wife 66 66
8.7 Others 4 4
9 Monthly income of the family
9.1 < 5000 Rs 8 8
9.2 5001-20,000 Rs 28 28
9.3 > 20,000 Rs 64 64
10 Presence of computer at home
10.1 Yes 100 100
10.2 No 0 0
11 Presence of internet at home
11.1 Yes 100 100
11.2 No 0 0
12 Total hours at computer
12.1 < 1 hour 32 32
12.2 1-2 hours 28 28
12.3 2-3 hours 18 18
12.4 3-4 hours 10 10
12.5 > 4 hours 12 12
54
Age
Figure 4: Clustered column diagram showing distribution of sample according to
age
Data in figure 4 shows that majority of adolescents aged between 17-18 yrs,
and the rest remains in 16-17 yrs of age group.
54
Age
Figure 4: Clustered column diagram showing distribution of sample according to
age
Data in figure 4 shows that majority of adolescents aged between 17-18 yrs,
and the rest remains in 16-17 yrs of age group.
54
Age
Figure 4: Clustered column diagram showing distribution of sample according to
age
Data in figure 4 shows that majority of adolescents aged between 17-18 yrs,
and the rest remains in 16-17 yrs of age group.
55
Gender
Figure 5: Stacked pyramid diagram shows percentage distribution of samples
according to gender
Data in Figure 5 shows that male students were more (71%) and female
students were about 29%.
55
Gender
Figure 5: Stacked pyramid diagram shows percentage distribution of samples
according to gender
Data in Figure 5 shows that male students were more (71%) and female
students were about 29%.
55
Gender
Figure 5: Stacked pyramid diagram shows percentage distribution of samples
according to gender
Data in Figure 5 shows that male students were more (71%) and female
students were about 29%.
56
Place of residence
Figure 6: Stacked cylinder diagram shows samples according to place of
residence
Data in Figure 6 shows that majority(79%) of adolescents live in urban area,
12% in semi rural area and remaining 9% in rural area.
56
Place of residence
Figure 6: Stacked cylinder diagram shows samples according to place of
residence
Data in Figure 6 shows that majority(79%) of adolescents live in urban area,
12% in semi rural area and remaining 9% in rural area.
56
Place of residence
Figure 6: Stacked cylinder diagram shows samples according to place of
residence
Data in Figure 6 shows that majority(79%) of adolescents live in urban area,
12% in semi rural area and remaining 9% in rural area.
57
Type of family
Figure 7: Pie diagram shows distribution of samples according to type of family
Data in figure 7 reveals that a higher percentage (62%) of adolescents live in
nuclear family, 26% in single parent family and 12% in joint family.
57
Type of family
Figure 7: Pie diagram shows distribution of samples according to type of family
Data in figure 7 reveals that a higher percentage (62%) of adolescents live in
nuclear family, 26% in single parent family and 12% in joint family.
57
Type of family
Figure 7: Pie diagram shows distribution of samples according to type of family
Data in figure 7 reveals that a higher percentage (62%) of adolescents live in
nuclear family, 26% in single parent family and 12% in joint family.
58
Educational status of father
Figure 8: Pie diagram shows distribution of sample according to fathers
educational status
Data in figure 8 shows that majority of fathers of adolescents are well
educated, that is 48% of them are graduates, 10% are post graduates and 20% of them
have a professional degree, remaining 22% are below pre-university College.
58
Educational status of father
Figure 8: Pie diagram shows distribution of sample according to fathers
educational status
Data in figure 8 shows that majority of fathers of adolescents are well
educated, that is 48% of them are graduates, 10% are post graduates and 20% of them
have a professional degree, remaining 22% are below pre-university College.
58
Educational status of father
Figure 8: Pie diagram shows distribution of sample according to fathers
educational status
Data in figure 8 shows that majority of fathers of adolescents are well
educated, that is 48% of them are graduates, 10% are post graduates and 20% of them
have a professional degree, remaining 22% are below pre-university College.
59
Educational status of mother
Figure 9: Clustered pyramid diagram shows distribution of sample according to
educational status of the mother
Data in figure 9 shows that majority of mothers are well educated, about 45%
are graduates, 12% post graduates and 16% have professional degree and the
remaining 27% are below PUC.
59
Educational status of mother
Figure 9: Clustered pyramid diagram shows distribution of sample according to
educational status of the mother
Data in figure 9 shows that majority of mothers are well educated, about 45%
are graduates, 12% post graduates and 16% have professional degree and the
remaining 27% are below PUC.
59
Educational status of mother
Figure 9: Clustered pyramid diagram shows distribution of sample according to
educational status of the mother
Data in figure 9 shows that majority of mothers are well educated, about 45%
are graduates, 12% post graduates and 16% have professional degree and the
remaining 27% are below PUC.
60
Occupation of father
Figure 10: Line graph showing distribution of sample according to occupation of
the father
Data in figure 10 shows majority (49%) of fathers are business men, followed
by 24% of professionals, 13% of government employees, 4% farmers, 1% daily
wagers and remaining 9% are doing others occupations.
60
Occupation of father
Figure 10: Line graph showing distribution of sample according to occupation of
the father
Data in figure 10 shows majority (49%) of fathers are business men, followed
by 24% of professionals, 13% of government employees, 4% farmers, 1% daily
wagers and remaining 9% are doing others occupations.
60
Occupation of father
Figure 10: Line graph showing distribution of sample according to occupation of
the father
Data in figure 10 shows majority (49%) of fathers are business men, followed
by 24% of professionals, 13% of government employees, 4% farmers, 1% daily
wagers and remaining 9% are doing others occupations.
61
Occupation of mother
Figure 11: Line graph showing the distribution of samples according to
occupation of mother
Data in figure 11 reveals that majority (66%) of mothers are house wives, 15%
are professionals, 6% are business women, 1% are daily wagers, 1% farmers, 7% are
government employees and the remaining 4% are doing other occupations.
61
Occupation of mother
Figure 11: Line graph showing the distribution of samples according to
occupation of mother
Data in figure 11 reveals that majority (66%) of mothers are house wives, 15%
are professionals, 6% are business women, 1% are daily wagers, 1% farmers, 7% are
government employees and the remaining 4% are doing other occupations.
61
Occupation of mother
Figure 11: Line graph showing the distribution of samples according to
occupation of mother
Data in figure 11 reveals that majority (66%) of mothers are house wives, 15%
are professionals, 6% are business women, 1% are daily wagers, 1% farmers, 7% are
government employees and the remaining 4% are doing other occupations.
62
Monthly income of the family
Figure 12: Doughnut diagram shows distribution of sample according income of
the family
Data in figure 12 shows that 64% of families have got an income above
20,000 rupees, 28% have an income in between 5000 to 20,000 and 8% had an
income less than 5000 rupees.
62
Monthly income of the family
Figure 12: Doughnut diagram shows distribution of sample according income of
the family
Data in figure 12 shows that 64% of families have got an income above
20,000 rupees, 28% have an income in between 5000 to 20,000 and 8% had an
income less than 5000 rupees.
62
Monthly income of the family
Figure 12: Doughnut diagram shows distribution of sample according income of
the family
Data in figure 12 shows that 64% of families have got an income above
20,000 rupees, 28% have an income in between 5000 to 20,000 and 8% had an
income less than 5000 rupees.
63
Possession of computer at home
Figure 13: Pyramid diagram showing distribution of samples according to
possession of computer at home
Data in figure 13 reveals that all the adolescents 100% had a computer at
home.
63
Possession of computer at home
Figure 13: Pyramid diagram showing distribution of samples according to
possession of computer at home
Data in figure 13 reveals that all the adolescents 100% had a computer at
home.
63
Possession of computer at home
Figure 13: Pyramid diagram showing distribution of samples according to
possession of computer at home
Data in figure 13 reveals that all the adolescents 100% had a computer at
home.
64
Availability of internet at home
Figure 14: Conical diagram shows distribution of sample according availability
of internet at home
Data in figure 14 shows that all the adolescents (100%) had internet
connection at home.
64
Availability of internet at home
Figure 14: Conical diagram shows distribution of sample according availability
of internet at home
Data in figure 14 shows that all the adolescents (100%) had internet
connection at home.
64
Availability of internet at home
Figure 14: Conical diagram shows distribution of sample according availability
of internet at home
Data in figure 14 shows that all the adolescents (100%) had internet
connection at home.
65
Hours of computer usage
Figure 15: Pie diagram showing distribution of samples according to hours of
computer usage
Data in figure 15 reveals that majority 32% of students use computer for less
than one hour per day, 28% of students use computer for about one to two hours daily,
followed by 18% using computer for two to three hours, 10% using computer for
three to four hours daily and 12% use computer for more than four hours per day.
Section II: Description of computer exposure
A sample of 100 pre-university College students were drawn from the selected
pre-university college based on the specific criteria. The data are analyzed using
descriptive statistics and presented in terms of frequency, percentage and diagram.
Three types of programmes are described here.
65
Hours of computer usage
Figure 15: Pie diagram showing distribution of samples according to hours of
computer usage
Data in figure 15 reveals that majority 32% of students use computer for less
than one hour per day, 28% of students use computer for about one to two hours daily,
followed by 18% using computer for two to three hours, 10% using computer for
three to four hours daily and 12% use computer for more than four hours per day.
Section II: Description of computer exposure
A sample of 100 pre-university College students were drawn from the selected
pre-university college based on the specific criteria. The data are analyzed using
descriptive statistics and presented in terms of frequency, percentage and diagram.
Three types of programmes are described here.
65
Hours of computer usage
Figure 15: Pie diagram showing distribution of samples according to hours of
computer usage
Data in figure 15 reveals that majority 32% of students use computer for less
than one hour per day, 28% of students use computer for about one to two hours daily,
followed by 18% using computer for two to three hours, 10% using computer for
three to four hours daily and 12% use computer for more than four hours per day.
Section II: Description of computer exposure
A sample of 100 pre-university College students were drawn from the selected
pre-university college based on the specific criteria. The data are analyzed using
descriptive statistics and presented in terms of frequency, percentage and diagram.
Three types of programmes are described here.
66
Table 2: Frequency and percentage distribution of sample according to
computer exposure
N=100
Sl. No. Computer exposure Frequency Percentage
I Aggressive games
1 Mild 42 42
2 Moderate 39 39
3 severe 19 19
II Fearful clippings
4 Mild 64 64
5 Moderate 28 28
6 severe 08 08
III Sedentary browsing
7 Mild 17 17
8 Moderate 52 52
9 severe 31 31
IV All the three programs
10 Mild 25 25
11 Moderate 69 69
12 Severe 06 06
67
Figure 16: Pie diagram shows distribution of sample according to level of
computer exposure
In this study majority (69%) of the students had moderate exposure, 25% had
mild exposure and 06% had severe exposure.
Table 3: Mean and standard deviation of computer exposure scores
N=100
Computer exposure
Minimum
score
Maximu
m score Mean
Std.
Deviation
1. Exposure to aggressive games
2. Exposure to fearful clippings
3. Exposure to sedentary browsing
10.00
10.00
10.00
40.00
40.00
40.00
22.9300
19.8000
27.0800
7.3930
6.7330
6.5730
Data shows that out of all the three scenes exposure to sedentary browsing has
the highest mean score of 27.0800 and standard deviation of 6.5730.
67
Figure 16: Pie diagram shows distribution of sample according to level of
computer exposure
In this study majority (69%) of the students had moderate exposure, 25% had
mild exposure and 06% had severe exposure.
Table 3: Mean and standard deviation of computer exposure scores
N=100
Computer exposure
Minimum
score
Maximu
m score Mean
Std.
Deviation
1. Exposure to aggressive games
2. Exposure to fearful clippings
3. Exposure to sedentary browsing
10.00
10.00
10.00
40.00
40.00
40.00
22.9300
19.8000
27.0800
7.3930
6.7330
6.5730
Data shows that out of all the three scenes exposure to sedentary browsing has
the highest mean score of 27.0800 and standard deviation of 6.5730.
67
Figure 16: Pie diagram shows distribution of sample according to level of
computer exposure
In this study majority (69%) of the students had moderate exposure, 25% had
mild exposure and 06% had severe exposure.
Table 3: Mean and standard deviation of computer exposure scores
N=100
Computer exposure
Minimum
score
Maximu
m score Mean
Std.
Deviation
1. Exposure to aggressive games
2. Exposure to fearful clippings
3. Exposure to sedentary browsing
10.00
10.00
10.00
40.00
40.00
40.00
22.9300
19.8000
27.0800
7.3930
6.7330
6.5730
Data shows that out of all the three scenes exposure to sedentary browsing has
the highest mean score of 27.0800 and standard deviation of 6.5730.
68
Section III - Description of selected behaviours
A sample of 100 English medium pre-university college students were drawn
from the selected pre-university college based on the specific criteria. The data are
analyzed using descriptive statistics and presented in terms of frequency and
percentage.
Table 4: Frequency and Percentage distribution of sample according to the
presence of selected behaviours
N=100
Sl. No. Presence of behaviour Frequency Percentage
I Aggressive behaviours
1 Mild 22 22
2 Moderate 51 51
3 severe 27 27
II Fearful behaviours
4 Mild 41 41
5 Moderate 39 39
6 severe 20 20
III Sedentary behaviours
7 Mild 22 22
8 Moderate 53 53
9 severe 25 25
IV All the three behaviours
1 Mild 18 18
2 Moderate 72 72
3 severe 10 10
69
Table 5: Mean and standard deviation of behaviour rating scale scores
N=100
Presence of different
behaviours
Minimum
score(mild
exposure)
Maximum
score (severe
exposure) Mean
Std.
Deviation
Aggressive Behaviour
Fearful Behaviour
Sedentary Behaviour
00
00
00
10
10
10
5.2400
4.2500
5.1100
2.1610
2.5280
2.5101
Table 5 shows that among the mean score for presence of behaviour,
aggressive behaviour is having the highest mean score of 5.2400 and standard
deviation of 2.1610.
Figure 17: Pie diagram shows distribution of sample according to the presence of
all the three selected behaviours
In this study majority (72%) of the students had moderate, 10% had severe and
18% had mild presence of all the three selected behaviours.
69
Table 5: Mean and standard deviation of behaviour rating scale scores
N=100
Presence of different
behaviours
Minimum
score(mild
exposure)
Maximum
score (severe
exposure) Mean
Std.
Deviation
Aggressive Behaviour
Fearful Behaviour
Sedentary Behaviour
00
00
00
10
10
10
5.2400
4.2500
5.1100
2.1610
2.5280
2.5101
Table 5 shows that among the mean score for presence of behaviour,
aggressive behaviour is having the highest mean score of 5.2400 and standard
deviation of 2.1610.
Figure 17: Pie diagram shows distribution of sample according to the presence of
all the three selected behaviours
In this study majority (72%) of the students had moderate, 10% had severe and
18% had mild presence of all the three selected behaviours.
69
Table 5: Mean and standard deviation of behaviour rating scale scores
N=100
Presence of different
behaviours
Minimum
score(mild
exposure)
Maximum
score (severe
exposure) Mean
Std.
Deviation
Aggressive Behaviour
Fearful Behaviour
Sedentary Behaviour
00
00
00
10
10
10
5.2400
4.2500
5.1100
2.1610
2.5280
2.5101
Table 5 shows that among the mean score for presence of behaviour,
aggressive behaviour is having the highest mean score of 5.2400 and standard
deviation of 2.1610.
Figure 17: Pie diagram shows distribution of sample according to the presence of
all the three selected behaviours
In this study majority (72%) of the students had moderate, 10% had severe and
18% had mild presence of all the three selected behaviours.
70
Section IV: Association between computer exposure and selected behaviours
Table 6: Association between computer exposure and selected behaviours
N=100
Computer
exposure Selected behaviour
Karl Pearson
correlation co-
efficient
Degrees of
freedom
Table
value
Aggressive
gaming
Aggressive behaviour .243 98.00 .209
Fearful behaviour -.140 98.00 .209
Sedentary behaviour .225 98.00 .209
Overall behaviour .250 98.00 .209
Fearful
clippings
Aggressive behaviour .269 98.00 .209
Fearful behaviour .059 98.00 .209
Sedentary behaviour .277 98.00 .209
Overall behaviour .290 98.00 .209
Sedentary
browsing
Aggressive behaviour .213 98.00 .209
Fearful behaviour .044 98.00 .209
Sedentary behaviour .298 98.00 .209
Overall behaviour .269 98.00 .209
Overall
exposure
Aggressive behaviour .320 98.00 .209
Fearful behaviour -.023 98.00 .209
Sedentary behaviour .352 98.00 .209
Overall behaviour .309 98.00 .209
There is perfect positive correlation between computer exposure and selected
behaviour as the r<0.75, that is here r= 0.309.
71
Section V- Association between demographic variables and selected behaviours
Table 7: Association between demographic variables and selected behaviours
N=100
Demographic variable
Calculated
value df p value
Table
value Inference
Age 3.995 1 .046 3.84 No
association
Gender .097 1 .755 3.84 No
association
Place of residence 3.678 1 .055 3.84 No
association
Type of family 2.429 2 .297 5.99 No
association
Education of father 13.84 2 .001 5.99 There is
association
Education of mother 1.778 3 .620 7.810 No
association
Occupation of father .110 2 .947 5.99 No
association
Occupation of mother 3.257 2 .196 5.99 No
association
Monthly income of family 1.686 1 .194 3.84 No
association
Hours of computer usage 1.963 3 .580 7.810 No
association
Data reveals that there is association between education of the father and
selected behaviour.
72
Summary
This chapter dealt with the analysis and interpretation of findings of the study.
The analysis was organized and presented under various sections like sample
characteristics, analysis of computer exposure, presence of selected behaviours,
association between computer exposure and selected behaviours, association between
demographic variables and selected behaviours.
Data were analyzed by applying descriptive and inferential statistics.
Frequencies and percentages were used to analyze the sample characteristics. Karl
Pearson correlation coefficient was computed in order to test the significance of
association between computer exposure and selected behaviours, association between
demographic variables and selected behaviours was analysed using Chi square test.
73
6. DISCUSSION
This chapter presents the major findings of the study and discusses them in
relation to similar studies conducted by other researchers. The findings of the study
are discussed in reference to the objectives and hypothesis stated in chapter 2.
Major findings of the study
Sample Characteristics
The data has been collected from a sample of 100 pre-university school
students from the selected school in Mangalore.
- Majority (65%) of the students belonged to 17-18 years and 35% of the
students were 16-17 years.
This finding was consistent with a study conducted in India in 2003 to
investigate the extent of internet addiction in school children between the age
group 16-18 years found that internet dependents delayed their work to spend
time online.
8
- Majority (71%) of high school students belonged to male category and 29% of
the subjects belonged to female category.
- Majority (79%) of the students were residing in urban area, 29% were residing
in semi urban area, and only 9% were residing in the rural area.
- Majority (62%) of the students were living in nuclear family, 12% of the
students belonged to joint family and another 26% belonged to single parent
family.
74
- 48% of the students fathers had graduation, 22% had only below PUC
education, 10% had postgraduate education and 20% of them had professional
education.
- 45% of the students mothers had graduation, 27% had only below PUC
education, 12% had post graduate education and 16% of them had professional
education.
- 49% of the students fathers were running own business, 24 % were
professionals, 13% were government employees, 9% had other occupation,
4% of them were farmers and 1% were daily wage earners.
- 66% of the students mothers were house wives, 15 % were professionals,
14% had other occupation, 7% were government employees, 6% were running
own business,1% were daily wage earners and were farmers 1%.
- 64% of the students family had the monthly income of above Rs 20,000 and
28% had the monthly income in between 5000-20,000 Rs, 8% had the monthly
income below 5000 Rs.
- 100% the students had one or more computer in their house. This finding was
supported by a study conducted by the National Center for Education Statistics
- 100% of the students had internet connection in their house.
- 32% of students had less than one hour of computer usage, 28% had one to
two hours of computer usage, 18% had two to three hours of computer usage ,
10% had three to four hours of usage and 12% had a usage of more than four
hours daily.
75
This finding was consistent with a A survey was conducted to find the
prevalence and correlates of excessive Internet use among 2735 youth in Singapore. A
quarter of the adolescents surveyed (25%) reported that they did not access the
Internet everyday, while 17.1% of adolescents reported using it for more than 5 hours
every day.
51
Computer exposure
- Most (69%) of the students had moderate 25% had mild and 06% had severe
exposure to all the three selected computer programs.
The findings were consistent with an exploratory study conducted to
find the prevalence of internet addiction and comparison of internet addicts
and non-addicts among 1968 Iranian high schools students. Results showed
that, 977 students were Internet users, who were classified into 37 Internet
addicts, 304 possible Internet addicts, and 636 moderate users.
52
- 42% of the students had mild exposure, 39% had moderate exposure and 19%
had severe exposure to aggressive games on computer.
This finding was consistent with a survey conducted to assess the
prevalence of Internet addiction among 2,200 Greek adolescent students. The
most frequent type of Internet use is online games, representing 50.9% of
Internet users, and information services, representing 46.8%.
53
- 64% of the students had mild exposure, 28% had moderate exposure and 08%
had severe exposure to fearful clippings on computer.
- 17% of the students had mild exposure, 52% had moderate exposure and 31%
had severe exposure to sedentary browsing on computer.
76
Presence of selected behaviours
- 18% of the students had mild, 72% had moderate and 10%had severe level of
all the three selected behaviours.
This findings was supported by a study conducted by Sawyer A.
Hunley, James H. Evans, Maria Delgado-Hachey, Judy Krise, Tammy Rich,
Connie Schell on Adolescent computer use and academic achievement.
56
- 22% of the students had mild, 51% had moderate and 27% had severe level of
aggressive behaviour.
- Majority (41%) of the students had mild, 39% had moderate and 20% had
severe level of fearful behaviour.
- 22% of the students had mild, 53% had moderate and 25% had severe level of
sedentary behaviour.
This finding was supported by a study by Melissa C. Nelson, Dianne
Neumark-Stzainer, Peter J. Hannan, John R. Sirard, Mary Story on Longitudinal and
Secular Trends in Physical Activity and Sedentary Behaviour During Adolescence
indicate substantial longitudinal changes in moderate to vigorous physical activity,
particularly among girls (decreasing 5.94.9 hours/week from early to
midadolescence and 5.13.5 hours/week from mid- to late adolescence), and leisure-
time computer use, particularly among boys (increasing 11.415.2 hours/week from
early to midadolescence and 10.414.2 hours/week from mid- to late adolescence).
77
Association between computer exposure and selected behaviour
- Association between all the selected exposure and all selected behaviours
There is a significant association between exposure to all the three scenes and
presence of all the three behaviour. r
cal
=.309, at 5% level of significance. Hence, the
null hypothesis is rejected and research hypothesis is accepted.
This finding was consistent with a school-based study conducted by zmert
E, et al on the impact of computer usage and television viewing on competency and
problem behaviour in school-aged children at two primary schools that were
randomly selected from a city school system in US.
55
And also a cross sectional study
conducted in Greece on Problematic internet use (PIU) is associated with a plethora of
psychosocial adversities.
57
- Association between aggressive gaming and aggressive behaviour
There is significant association between exposure to aggressive gaming and
presence of aggressive behaviour. r
cal
=.250, at 5% level of significance. Hence the
null hypothesis is rejected and research hypothesis is accepted.
This findings was consistent with a longitudinal study was conducted on
Exposure to violent video games and aggression in German adolescents. Exposure to
violent games influenced physical aggression at an increase of aggressive norms and
hostile attribution bias.
23
- Association between fearful scenes exposure and fearful behaviour;
There is no significant association between exposure to fearful scenes and
presence of fearful behaviour. r
cal
=.290, at 5% level of significance. Hence the null
hypothesis is accepted and research hypothesis is rejected.
- Association between sedentary browsing and sedentary behaviour;
78
There is a significant association between exposure to sedentary browsing and
presence of sedentary behaviour. r
cal
=.269 at 5% level of significance. Hence the null
hypothesis is rejected and research hypothesis is accepted.
This result was supported by a study conducted to examine lifestyle patterns
and dietary behavior based on the level of Internet addiction of Korean adolescents.
Irregular bedtimes and the use of alcohol and tobacco were higher in high-risk
Internet users than no risk Internet users.
54
Association between demographic variables and selected behaviours
- There is significant association between the education of the father and
selected behaviours and no association between the computer exposures.
Summary
This chapter dealt with the discussion of the major findings of the study in the
light of the review of literature. The researcher got similar as well as contrary findings
when compared to the review of literature. The study shows that there was an
association between pattern of media exposure and selected behaviours. But there was
no association between exposure to fearful scenes and fearful behaviour. This may
because of the fact that, the child who is having more fear might have avoided
watching fearful television programmes.
79
7. CONCLUSION
The study was conducted with the major objective to find out the association
between computer exposure and its influence on adolescents selected behaviours.
The researcher intended to find out the association between the demographic variables
and computer exposure.
The following conclusions were drawn based on the findings of the study:
- The study has brought out the fact that there was a significant association
between the computer exposure and selected behaviours.
- There was a significant association between the exposure to aggressive games
and the aggressive behaviour.
- There was significant association between exposure to fearful clippings and
fearful behaviour.
- There was a significant association between the exposure to sedentary
browsing and sedentary behaviour.
- 12% of the students are exposed to computer for more than 4 hours daily and
this had a significant association with the presence of selected behaviours.
- There is no significant association with the gender and computer exposure.
- The students who are interested in aggressive games showed more aggressive
behaviour.
80
Nursing Implications
The findings of the study has important implications for the nursing
profession- practice, education, administration and nursing research, especially in the
field of mental health nursing. It is discussed under the following headings.
A. Nursing Practice
The unique function of the nurse is to assist the individual, sick or well, in the
performance of those activities contributing to health or its recovery (or to peaceful
death) that he would perform unaided if he had the necessary strength, will or
knowledge to do this in such a way as to help him gain independence as rapidly as
possible.
1
Findings of this particular study will be useful in the field of mental health
nursing practice and community health nursing. A nurse can teach the adverse effect
of uncontrolled exposure to the television and behavioural deviations which may
occur due to this exposure to the parents and school teachers. In the skilful assessment
of the behavioural deviations, a nurse can use the knowledge about the link between
computer exposure and childs behaviour.
B. Nursing Education
Findings of the present study have an implication in nursing education. This
study highlights the need to control the use of computer by the adolescents. So in the
field of nursing education syllabus, this knowledge can be included. Student nurse can
use their skill and knowledge to teach the parents regarding the ill effects of
computer. While conducting the school health program, this topic can be used.
Parents and teachers can be educated regarding selection of programmes, setting time
81
limits and discussing about the programmes which will ultimately benefits the
adolescents. Moreover a student nurse can learn the Kolbs experiential learning
theory in a better way using this study.
C. Nursing Administration
The findings of the present study will help nurse administrators to organize
and plan for various programmes to impart knowledge to the students, parents and
teachers regarding the effect of computer exposure on adolescents behaviour. As the
study has shown a clear association between computer exposure and selected
behaviours, the health professionals, nursing administrators can effectively plan to
focus on effective health education for the students, parents and school teachers.
Nurse administrator can plan in service education/ CNE programs on parental role in
various child rearing practices.
D. Nursing Research
The present study is an attempt to find out the association between computer
exposure and the selected behaviours in adolescents. Based on this descriptive study
the nurse researcher can design further research to find out the effects of computer
exposure on other domains of adolescents behaviour. The Implication of this study
for the nurse researcher can be viewed from the effective measures for preventing the
ill effects of computer exposure on adolescents.
Limitations
1. The study is limited to pre-university college students:
- Studying in English medium pre-university college.
82
- Who are willing to participate
- Having computer in their house
2. The study is limited to assess the exposure to only three types of programs.
3. The study is limited to assess only three selected behaviours expressed by the
adolescents.
4. The study is limited to the selected pre-university college in urban areas of
Mangalore taluk.
Suggestions
1. Governmental and non-governmental agencies have to take serious steps to
screen internet programs that are likely to interfere with normal behaviour of
adolescents.
2. School curriculum can be re planned in such a way that students will get more
knowledge about the good and bad effects of computers on them
3. Parents can play an effective role in reducing the ill effects on their child by
reducing the number of hours of computer usage per day, assessing all the
programs their child has gone through by periodical review of its history,
encouraging children for outdoor games than computer games and to limit
computer use for academic purpose etc.
4. Community health nursing department and psychiatric nursing department
should jointly take this issue more effectively.
83
Recommendations
In view of the findings and limitations of the present study following
recommendations are offered for further research.
1. A study can be conducted by including more computer programs and more
behavioural outcomes.
2. A comparative study can be made between the students from urban area and
rural area.
3. A study can be conducted by using parents as the sample so that more reliable
behavioural outcomes can be elicited.
4. The same study can be replicated using a control group those who are not
having a computer in their home or those who are not exposed to computers.
Summary
The researcher felt a deep sense of satisfaction and fulfilment for having
undertaken the study. The study provided the investigator with deeper insight about
the computer exposure and behavioural changes among adolescents. The direction
from the guide and expert opinions and help from the staff, friends and pre-university
college students and teachers made the study fruitful and interesting.
84
8. SUMMARY
"Adolescents are influenced by mediathey learn by observing, imitating, and
making behaviours their own". The influence of media on adolescents has been the
subject of increased attention among parents, educators, and health care professionals.
The significance of this issue becomes obvious when one notes the diversity of
general population who share this concern. Media influence on adolescents has
steadily increased as new and more sophisticated types of media like computers have
been developed and made available to the public. Availability, as well as greater
affordability for families, has provided easier access to computers. Beneficial effects
include early readiness for learning, educational enrichment, opportunities to view or
participate in discussions of social issues, exposure to the arts through music and
performance, and entertainment. Harmful effects may result from sensationalization
of violent behaviour, exposure to subtle or explicit sexual content, promotion of
unrealistic body images, presentation of poor health habits as desirable practices, and
exposure to persuasive advertising targeting children.
There are two important factors that must be included in the discussion of
computers influence on adolescents. One factor, called media literacy, was addressed
by Renee Hobbs. Hobbs contended that Just because our students can use media and
technology doesn't mean they are effective at critically analyzing and evaluating the
messages they receive. Students need a set of skills to ask important questions about
what they watch, see, listen to and read. Often called media literacy, these skills
include the ability to critically analyze media messages and the ability to use different
kinds of communication technologies for self-expression and communication. A child
85
who is media illiterate is more vulnerable to being influenced by messages in all kinds
of media.
The second factor that can affect how children are influenced by media is the
amount of parental involvement in supervising media exposure of children. The U.S.
Department of Education's Office of Educational Research and Improvement
published guidelines in 1994 that said Parental monitoring is a key factor, since the
research studies show that increasing guidance from parents is at least as important as
simply reducing media violence. Children may learn negative behaviour patterns and
values from many other experiences as well as TV programs, and parental guidance is
needed to help children sort out these influences and develop the ability to make
sound decisions on their own.
An important media literacy skill, which can be developed through parental
guidance, is a child's ability to distinguish between reality and fantasy in media
messages. Children may not be capable of making this distinction without an adult's
help, resulting in a child's confused perception of fantasy as reality. But with proper
adult guidance, they can learn to critique what they view and become more
discriminating consumers of media.
35
The objectives of the study were:
1. To assess the level of computer exposure among adolescents using a
structured questionnaire.
2. To examine the association between the computer exposure and selected
behaviour among adolescents.
86
3. To find out the association between selected behaviours and selected
demographic variables.
The study had the following assumptions
1. Majority of the adolescents are exposed to computers.
2. Selected behaviours will be present in majority of adolescents.
3. There will be significant association between computer exposure and selected
behaviours.
The study attempted to examine the following hypothesis
To achieve the stated objectives the following hypothesis was formulated at
0.05 level of significance.
H
01
: There will be no significant association between computer exposure and
selected behaviours.
H
02
: There will be no significant association between selected behaviour and
selected demographic variables.
H
1
: There will be significant association between computer exposure and selected
behaviours.
H
2
: There will be significant association between selected behaviour and selected
demographic variables.
87
The conceptual framework adopted for the study:
In this study conceptual frame work constructed by adopting David Kolbs
experimental learning theory (learning styles) model. Kolbs learning theory sets out
four distinct learning styles (or preferences) which are based on a four stage learning
cycle which affect the individual people differently.
Research methodology of the study:
This study made use of quantitative descriptive survey approach. The selected
population of the study was pre-university college students from selected pre-
university college in Mangalore taluk. Multistage non proportionate simple random
sampling was used and 100 pre-university college students were selected.
The data collection for the study was done by using the following tool, the
demographic proforma and self reported rating scale on computer exposure and self
reported checklist to assess selected behaviours
The content validity of the tool was established with the help of seven experts
on related fields. Tools were pre-tested by administering the tool to 10 students. In
order to establish the reliability of the tool, it was administered to 10 students. In this
study, Split half method is used to find out the reliability of Section B and C. The
reliability of section B: Self reported rating scale to assess the computer exposure was
done by Split half method with Spearman Brown prophecy formula (Annexure-9)
r
20
=0.80. The reliability of Section C: Self reported checklist to find out the presence
of selected behaviours was also done by Split half method with Spearman Brown
prophecy formula (Annexure-9) r
20
= 0.80. This indicates that both the instruments are
reliable.
88
Pilot study was conducted on 10 students. The obtained data were analyzed in
terms of the objectives and hypothesis using the descriptive and inferential statistics.
The data of the main study were collected on 11/11/2011. The study was
descriptive in nature.
Results
The study result showed that, most (69%) of the students had moderate 25%
had mild and 06% had severe exposure to all the three selected computer programs.
18% of the students had mild, 72% had moderate and 10% had severe presence of all
the three selected behaviours. The study also revealed a significant association
between exposure to all the three programs and presence of all the three behaviour.
There was a significant association between exposure to aggressive games and
presence of aggressive behaviour and also significant association between exposure to
fearful clippings and presence of fearful behaviour. The study result also showed a
significant association between exposure to sedentary browsing and presence of
sedentary behaviour.
Interpretation and conclusion
All the students are exposed to computer one or the other way. In this study
most of the students had moderate exposure to computers. This study also revealed
that there is a significant association between computer exposure and the presence of
selected behaviours. These result suggests that parents and teachers should take some
initiative to reduce the computer exposure. It can be made through awareness
programmes.
89
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Internet addiction among Greek adolescent students. Cyberpsychol Behav.
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97
Annexure 1
Letter requesting to conduct pre testing/reliability/pilot study of the tool
97
Annexure 1
Letter requesting to conduct pre testing/reliability/pilot study of the tool
97
Annexure 1
Letter requesting to conduct pre testing/reliability/pilot study of the tool
98 98 98
99 99 99
100
Annexure 2
Letter requesting to conduct pre testing/reliability/pilot study of the tool
100
Annexure 2
Letter requesting to conduct pre testing/reliability/pilot study of the tool
100
Annexure 2
Letter requesting to conduct pre testing/reliability/pilot study of the tool
101
Annexure 3
Letter requesting opinion and suggestions of experts to validate the tool
From,
Ms. Jaiby Jacob
II
nd
Year MSc Nursing,
KRSM College of Nursing,
Mangalore.
To,

..
.
Respected Sir/ Madam,
Subject: Letter requesting to grant opinion and suggestions of experts for
establishing content validity of the tool.
I am a postgraduate student of Kailkere Rukmini Shetty Memorial College of
Nursing. I have selected the below mentioned topic for research study to be submitted
to Rajiv Gandhi University of Health Sciences, Bangalore as partial fulfillment of the
requirements for MSc Nursing.
Topic: A study to assess the computer exposure and its influence on selected
behaviours among adolescents in selected pre university college at Mangalore.
Herewith I have enclosed,
1. Objectives of the study
2. Operational definitions
3. Hypothesis
4. Tool
5. Blueprint of the tool
6. Criteria checklist
7. Evaluation criteria for content validity
With regard to this, I request you to kindly go through the content of the
demographic proforma, rating scale, checklist and validate it against the given criteria
and render your valuable remarks on the matter.
Your expert opinion and kind cooperation will be highly appreciated.
Thanking You, Yours Sincerely,
Place:
Date: Jaiby Jacob
102
Annexure 4
Letter requesting acceptance for tool validation
Name:
Designation:
Name of the College:
I give my acceptance/ non-acceptance to validate the tool.
Topic: A study to assess the computer exposure and its influence on
selected behaviours among adolescents in selected pre university college at
Mangalore.
Date: Signature
103
Annexure 5
Consent form
Study title: A study to assess the computer exposure and its influence on selected
behaviours among adolescents in selected pre university college at Mangalore.
Investigator: Jaiby Jacob
Dear participant,
In signing this document, you are giving consent to be studied by Ms. Jaiby
Jacob, MSc nursing student of Kailkere Rukmini Shetty Memorial College of
Nursing, Mangalore. You will be a part of a research study that will focus on the
computer exposure and its influence on selected behaviours. The study will be in your
college class room and it will take about 20-30 minutes to complete.
You were selected to participate in this study because you are studying in a pre
university college in the Mangalore city. The participation in this study is entirely
voluntary and even after the study begins you can refuse to answer any specific
question or decide to terminate, at any point of time. Your answers to questions will
not be given to anyone else and no report of this study will ever identify you in
anyway.
I have read/understood this consent form and voluntarily consent to participate
in this study.
Subjects signature and date
I have explained this study to the above subject and have sought her
understanding for informed consent.
Investigators signature and date
104
Annexure 6
Blueprint of self-reported rating scale on computer exposure
Sl. No. Contents Question no
No of
questions Percentage
1. Aggressive games 1 to 10 10 33.33
2. Fearful clippings 11 to 20 10 33.33
3. Sedentary browsing 21 to 30 10 33.33
Total 30 30 100.00
105
Annexure 7
Blue print of self-reported checklist to measure the selected behaviours
Sl. No. Contents Questions
No of
Questions Percentage (%)
1. Aggressive behaviour 1 to 10 10 33.33
2. Fearful behaviour 11 to 20 10 33.33
3. Sedentary behaviour 21 to 30 10 33.33
Total 30 30 100.00
106
Annexure 8
Demographic profoma
Dear participant,
This questionnaire is related to the demographic variables of participants.
Kindly write down the appropriate information or tick () mark for the most
appropriate answer given on the right side of each item.
1. Age of the child (years)
1.1 16-17 [ ]
1.2 17-18 [ ]
2. Gender
2.1 Male [ ]
2.2 Female [ ]
3. Place of residence:
3.1 Urban [ ]
3.2 Semi urban [ ]
3.3 Rural [ ]
4. Type of family
4.1 Single parent family [ ]
4.2 Nuclear family [ ]
4.3 Joint family [ ]
5. Education of Father
5.1 Below P.U.C [ ]
5.2 Graduate [ ]
5.3 Post graduate [ ]
5.4 Professional education [ ]
6. Education of Mother;
6.1 Below P.U.C [ ]
6.2 Graduate [ ]
6.3 Post graduate [ ]
6.4 Professional education [ ]
7. Occupation of the father
7.1 professional [ ]
7.2 Business [ ]
7.3 daily wage earner [ ]
7.4 Farmer [ ]
7.5 Govt. employee [ ]
7.6 if any other specify [ ]
107
8. Occupation of the Mother;
8.1 professional [ ]
8.2 Business [ ]
8.3 daily wage earner [ ]
8.4 Farmer [ ]
8.5 Govt. employee [ ]
8.6 House wife [ ]
8.7 if any other specify [ ]
9. Monthly Income of the family
9.1 Below 5000 Rs. [ ]
9.2 5001- 20000 Rs. [ ]
9.3 20001 above [ ]
10. Do you have computer in your house?
10.1 Yes [ ]
10.2 No [ ]
11. Do you have internet at home?
11.1 Yes [ ]
11.2 No [ ]
12. How many hours do you spend at computer per day?
12.1 Less than one hour [ ]
12.2 1-2 hours [ ]
12.3 2- 3 hours [ ]
12.4 3-4 hours [ ]
12.5 More than four hours [ ]
108
Annexure 9
Structured self-reported questionnaire
Following are some of the selected scenes from the television programme,
which you may watch. Please answer the correct response by putting a () in the
suitable column
Sl.
No. Computer Exposure Always
Most
of the
time
Some
times Rarely
1 I play fight games
2 I play car racing games
3 I play ice-skating and parachute diving games
4 I play games of adventurous and risky
activities
5 I play mob violence games like fire setting,
throwing stones etc
6 I play wrestling and boxing games
7 I play car racing/bike racing
8 I play murder and gun shooting games
9 I play quarrel games using bad languages
10 I play self-harming games
11 I browse ghosts clippings from internet
12 I browse war clippings
13 I browse murder clippings
14 I browse rape clippings
15 I browse accident clippings
16 I browse aliens in movies
17 I browse computer animated characters
having fearful shape
18 I browse clippings of real suicide
109
Sl.
No. Computer Exposure Always
Most
of the
time
Some
times Rarely
19 I browse clippings of communal violence
scene in which many innocent people are
being injured
20 I browse clippings of some risky activities
21 I browse anything that comes into my mind
22 I have account in socializing websites
23 I spend time for chatting with online friends
24 I have many online friends
25 I write and read blogs
26 I check updates of my friends every day
27 I log in everyday in my account
28 I share my photos and videos with my friends
29 I take part in daily online film quiz context
30 I read online newspaper every day
110
Self reported checklists
Some of us may show the following behavioural patterns sometime or the
other during our school days. It is not so important how many times you might have
had such behaviour.
Please answer the correct response by putting a () in the suitable column.
Sl.
No. Behaviour Yes No
1 I do fight with my friends/siblings.
2 I do shout at others.
3 I do chase classmates/siblings to catch/beat them.
4 I do risky activities.
5 I do violent activities with my friends.
6 I do throw things when I am getting angry.
7 I use bad language when I am angry.
8 I do participate in risky games such as wrestling or boxing.
9 I do some physical harm to myself when I am not able to
express my anger.
10 I do hit, bite and beat others, when I quarrel with them.
11 I am scared of ghosts
12 I am scared of wars.
13 I am scared of being harmed by others.
14 I am scared of being alone.
15 I am scared of aliens (Creatures of other planets)
16 I have seen scary animated character in my dreams.
17 I am scared to be in a dark place or closed place.
18 I am scared about snakes and wild animals.
19 I am scared about terrorist.
20 I am not scared about distant places.
111
Sl.
No. Behaviour Yes No
21 I feel good when I browse for longer time.
22 I feel thirsty and hungry when I am online.
23 I am interested in online friendship.
24 I feel bad when I dont check my emails.
25 I feel bad when I dont check my friends updates.
26 I feel online friends more active than my other friends.
27 I feel thrilled when I am at socializing websites.
28 I feel online shopping is better.
29 I am interested in talking to my classmates about online
friends.
30 I browse for longer than one hour per day.
Scoring
Computer exposure
Total number of items 30
Total score 120
Aggressive scenes 10 questions
Fearful scenes 10 questions
Desensitizing scenes 10 questions
Scoring pattern 4 3 2 1
Interpretation
Severe exposure 91-120
Moderate exposure 61-90
Mild exposure 31-60
112
Presence of selected behaviours
Scoring
Total number of items 30
Total score 30
Scoring distribution Yes 1
No 0
Aggressive behaviour 10
Fearful behaviour 10
Sedentary behaviour 10
Interpretation
Severe 21-30
Moderate 11-20
Mild 00-10
113
Annexure 10
Criteria rating scale for validation of the tool
Section A: demographic Proforma
Kindly go through the items in the demographic Performa. There are three
response columns in the scale, namely strongly agree (SA), agree (a) and disagree
(DA). Place a tick mark (\) against ht specific columns. If you disagree (DA) to any
one of the items, place your comments in the remark column
Q. No. SA A DA Remarks and suggestion
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12
114
Annexure 11
Criteria rating scale for validation of the tool
Section B: Self reported questionnaire on computer exposure
Kindly go through the items in the Self reported rating scale on computer
exposure. There are three response columns in the scale, namely strongly agree (SA),
agree (a) and disagree (DA). Place a tick mark (\) against ht specific columns. If you
disagree (DA) to any one of the items, place your comments in the remark column.
Q. No. SA A DA Remarks and suggestion
Exposure to aggressive games
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Exposure to fearful clippings
11.
12.
13.
14.
15.
16.
17.
18.
115
Q. No. SA A DA Remarks and suggestion
19.
20.
Exposure to sedentary browsing
21.
22.
23.
24.
25.
26
27
28
29
30.
116
Annexure 12
Criteria rating scale for validation of the tool
Section C: Self reported checklist on selected behaviours
Kindly go through the items in the self-reported checklist on selected
behaviours. There are three response columns in the scale, namely strongly agree
(SA), agree (a) and disagree (DA). Place a tick mark () against ht specific columns.
If you disagree (DA) to any one of the items, place your comments in the remark
column.
Q. No. SA A DA Remarks and suggestion
Aggressive behaviour
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Fearful behaviour
12.
13.
14.
15.
16.
17.
18.
117
Q. No. SA A DA Remarks and suggestion
19.
20.
Sedentary behaviour
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
118
Annexure 13
List of content valuators
Psychiatrist
1. Dr. Diljit Bharathan,
Consultant psychiatrist,
Govt hospital,
Ernakulam.
Psychologist
2. Mr. Joseph K K
Clinical Psychologist
Swanthana counseling centre,
Ernakulam.
Department of psychiatric nursing
3. Prof. Agnes,
Professor and HOD,
Father Mullers College of nursing,
Mangalore.
4. Mr. Balasubramanion
Professor and HOD,
Sridevi college of nursing,
Mangalore.
5. Prof. Veneetha
Professor and HOD,
Yenepoya College of nursing,
Mangalore.
6. Sr. Alphonsa
HOD Psychiatry,
Athena college of nursing,
Mangalore
7. Dr. Joby,
Principal,
Meridian college,
Mangalore.
119
Annexure 14
Master sheet demographic data
1 2 3 4 5 6 7 8 9 10 11 12
1 2 1 2 2 2 2 2 1 3 1 1 3
2 1 2 1 2 4 3 1 6 3 1 1 1
3 2 2 1 2 2 2 2 6 3 1 1 3
4 2 2 1 2 2 3 3 6 3 1 1 1
5 2 2 1 2 4 4 2 2 3 1 1 1
6 1 2 1 2 1 2 2 7 3 1 1 4
7 1 2 1 2 2 2 1 6 3 1 1 5
8 2 1 1 2 2 2 1 1 3 1 1 4
9 2 1 1 2 2 2 2 6 3 1 1 2
10 1 1 1 2 4 4 2 1 3 1 1 3
11 1 1 1 1 2 2 1 6 1 1 1 3
12 2 2 1 1 4 4 1 6 3 1 1 5
13 1 1 1 2 2 2 1 6 3 1 1 1
14 1 1 1 1 1 2 2 6 3 1 1 1
15 1 1 1 2 4 2 2 6 3 1 1 2
16 2 2 1 2 4 4 1 1 2 1 1 1
17 2 2 1 1 4 1 1 6 3 1 1 2
18 1 1 2 3 1 1 2 6 3 1 1 1
19 2 1 1 1 2 4 2 6 3 1 1 2
20 1 1 1 2 1 1 2 6 3 1 1 5
21 2 1 1 1 3 3 2 7 3 1 1 1
22 2 1 1 2 4 1 2 6 2 1 1 1
23 2 2 1 2 3 2 2 6 3 1 1 2
24 2 2 1 2 2 1 1 7 3 1 1 2
25 2 2 1 2 2 2 5 6 3 1 1 1
26 1 2 1 2 2 2 2 6 2 1 1 2
27 2 1 2 2 2 2 1 6 3 1 1 5
28 2 1 1 1 2 1 1 6 2 1 1 3
29 1 1 1 1 2 2 2 6 3 1 1 4
30 2 1 1 1 2 2 5 5 3 1 1 3
31 2 1 1 1 2 3 1 1 3 1 1 2
32 1 2 1 1 4 2 1 6 3 1 1 3
33 1 2 1 1 2 2 5 5 3 1 1 1
34 1 2 1 1 2 1 5 6 2 1 1 2
120
1 2 3 4 5 6 7 8 9 10 11 12
35 1 1 1 2 2 3 4 6 1 1 1 5
36 2 1 2 2 1 1 2 6 2 1 1 1
37 2 1 2 1 2 1 1 6 3 1 1 5
38 1 2 1 3 1 1 5 1 2 1 1 2
39 2 1 3 1 1 1 2 6 1 1 1 2
40 2 1 3 2 1 1 2 6 1 1 1 2
41 2 1 3 1 1 1 6 6 1 1 1 1
42 2 1 1 2 2 2 2 6 2 1 1 1
43 2 1 2 3 1 1 6 6 2 1 1 1
44 1 1 1 2 1 1 2 6 1 1 1 1
45 1 1 1 2 1 1 2 6 2 1 1 1
46 2 1 1 2 3 2 2 6 3 1 1 2
47 2 1 3 2 1 1 4 3 1 1 1 5
48 2 1 1 2 2 2 2 6 2 1 1 1
49 2 1 1 1 1 1 5 6 2 1 1 2
50 2 1 1 3 2 2 2 6 3 1 1 2
51 2 1 1 2 2 2 2 6 3 1 1 1
52 2 1 1 2 2 2 2 6 2 1 1 4
53 1 1 1 3 4 3 1 6 3 1 1 2
54 1 1 1 2 2 2 5 4 2 1 1 5
55 1 1 1 3 1 1 2 6 2 1 1 2
56 2 1 2 2 4 2 5 5 3 1 1 5
57 1 1 1 2 2 2 2 6 3 1 1 1
58 1 2 1 2 2 2 1 6 3 1 1 1
59 2 1 1 2 2 1 2 6 2 1 1 4
60 2 1 1 1 1 1 6 6 2 1 1 2
61 2 2 1 2 1 4 5 5 3 1 1 1
62 2 2 1 2 4 4 1 6 3 1 1 2
63 2 1 1 1 1 1 6 1 2 1 1 1
64 2 1 1 2 2 2 2 6 3 1 1 1
65 1 1 1 2 4 4 2 1 3 1 1 3
66 2 1 1 1 1 1 1 6 2 1 1 1
67 1 1 1 2 2 2 2 6 3 1 1 2
68 2 1 1 3 2 2 2 6 3 1 1 2
69 2 1 1 2 1 1 2 6 1 1 1 1
70 2 1 1 2 2 2 2 6 2 1 1 4
71 2 1 1 2 4 4 1 1 3 1 1 5
121
1 2 3 4 5 6 7 8 9 10 11 12
72 2 2 1 2 2 3 2 2 3 1 1 2
73 2 1 1 2 2 2 2 6 2 1 1 5
74 2 1 1 2 2 2 2 6 3 1 1 3
75 2 1 1 1 4 2 5 6 3 1 1 1
76 2 1 1 2 4 4 1 1 3 1 1 1
77 2 1 3 2 1 1 6 6 2 1 1 2
78 2 2 2 2 3 3 6 6 3 1 1 2
79 2 1 1 3 2 2 2 2 3 1 1 4
80 2 1 2 3 4 4 1 6 3 1 1 3
81 2 1 1 1 2 2 5 6 3 1 1 4
82 1 2 2 3 2 1 1 6 2 1 1 1
83 1 2 1 2 2 3 5 5 3 1 1 5
84 1 2 3 1 3 3 4 6 2 1 1 2
84 1 1 1 2 2 2 2 2 3 1 1 1
86 2 1 1 2 2 2 5 1 3 1 1 3
87 2 1 1 1 4 4 1 1 3 1 1 3
88 1 2 1 2 4 4 2 5 3 1 1 1
89 2 1 1 2 4 3 6 6 2 1 1 3
90 2 1 1 2 1 2 6 7 2 1 1 1
91 1 1 1 2 2 1 1 6 3 1 1 3
92 2 1 1 1 3 4 2 1 3 1 1 3
93 1 2 1 2 2 3 2 2 3 1 1 2
94 1 2 1 2 2 2 2 2 2 1 1 4
95 2 1 1 1 3 2 6 5 3 1 1 3
96 2 1 2 2 3 4 2 1 3 1 1 2
97 1 2 3 2 3 4 2 1 3 1 1 4
98 2 1 2 3 2 2 2 6 3 1 1 3
99 2 1 3 3 3 2 2 6 3 1 1 3
100 2 1 3 2 2 2 4 6 2 1 1 2
122
Annexure 15
Master sheet of computer exposure
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 3 1 1 3 1 1 1 2 2 4 3 1 1 1 2 2 1 2 3 3 3 3 1 3 2 2 1 1 3 4
2 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 4 1 3 3 2 4 3 1 1 4 3
3 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 1 1 1 3 4 4 4 2 4 4 3 1 2
4 1 1 1 2 1 1 2 1 1 1 2 1 1 2 2 1 1 2 1 2 2 4 4 3 4 3 3 2 2 1
5 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1
6 1 1 1 1 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 2 4 4 3 2 2 3 2 2 1 4
7 1 2 1 3 1 1 1 2 1 1 1 1 1 1 1 1 2 1 2 2 2 4 3 3 2 2 2 2 3 3
8 2 2 1 3 3 2 1 3 3 1 1 1 1 1 1 1 2 1 1 2 3 4 4 1 2 4 4 1 1 4
9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 2 3 3 2 3 4 4 2 4 2 3 3 3 3 3
10 2 3 1 3 2 2 4 2 1 1 1 1 3 3 1 1 1 1 1 2 2 3 4 4 4 4 4 2 2 2
11 4 1 1 2 1 3 4 4 2 2 4 4 4 1 4 4 4 3 3 3 4 4 4 4 3 4 3 2 2 3
12 4 1 1 4 1 1 4 3 3 3 2 2 3 3 1 1 1 1 4 4 4 4 2 2 4 2 2 2 2 2
13 1 1 1 2 2 1 1 3 3 3 3 2 3 3 1 1 1 4 4 3 4 4 4 3 1 2 2 3 4 4
14 3 3 3 1 2 4 4 2 3 3 2 4 4 1 1 2 4 3 3 3 1 4 2 1 2 4 4 1 1 4
15 1 1 2 2 3 2 2 3 3 1 3 1 1 2 2 1 1 1 4 4 2 3 1 2 3 2 1 4 4 3
16 1 1 2 2 4 1 1 4 3 3 2 3 1 1 1 4 1 1 1 1 4 4 4 4 4 4 1 4 4 4
17 2 1 2 2 2 3 1 3 4 4 2 3 1 1 4 1 2 2 4 2 2 4 4 4 4 3 1 2 4 2
18 2 4 1 3 3 2 4 4 1 1 2 2 2 1 1 1 2 2 3 4 4 4 2 2 3 3 2 1 1 3
19 3 2 1 4 2 3 3 4 1 2 3 3 2 2 3 1 1 3 3 2 4 4 4 4 4 4 4 1 3 3
123
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
20 4 3 1 2 1 2 4 4 1 1 2 3 2 2 1 1 2 1 1 1 1 2 4 4 4 4 4 4 4 2
21 4 3 1 4 4 3 4 4 2 1 3 4 1 1 1 2 3 3 4 3 2 1 3 4 4 4 4 4 1 3
22 1 3 3 1 4 1 1 1 1 2 2 4 1 4 2 2 4 3 1 2 2 4 3 2 2 1 1 2 1 1
23 1 3 1 4 1 1 1 1 2 2 4 1 2 2 2 1 4 1 2 1 4 3 3 3 2 2 3 2 1 1
24 4 2 2 2 3 1 3 4 2 4 4 3 3 2 4 4 4 4 1 3 2 4 2 3 3 3 2 2 3 2
25 1 3 1 4 1 4 2 2 1 1 4 4 4 1 3 4 2 3 1 4 2 4 2 4 2 4 2 2 1 2
26 3 3 1 2 1 1 2 3 1 2 1 1 1 2 1 3 2 3 3 2 1 3 4 1 2 4 1 3 1 3
27 4 4 4 4 4 4 4 4 4 4 1 3 3 1 2 2 3 2 2 1 1 4 4 4 3 1 2 3 2 1
28 4 4 3 3 3 4 4 4 2 1 4 4 3 3 3 4 4 2 2 4 4 4 4 4 4 4 4 4 2 3
29 4 1 1 3 4 4 1 4 3 4 4 4 4 4 4 4 1 4 4 4 2 1 4 4 1 4 4 4 1 1
30 2 3 1 1 4 2 3 4 2 1 4 1 1 1 3 4 1 4 3 4 4 2 3 4 3 2 2 2 3 2
31 4 4 3 4 3 4 3 3 2 4 4 3 2 3 4 4 2 4 3 4 4 4 4 4 3 4 4 2 2 4
32 3 4 4 4 3 2 4 3 3 2 3 2 3 2 3 4 1 3 4 3 3 4 4 3 2 3 4 1 3 3
33 4 3 2 2 4 4 3 2 4 2 2 3 3 1 4 3 3 3 4 4 4 4 4 4 3 4 3 2 2 4
34 4 4 3 1 4 4 2 4 3 1 2 1 2 1 4 4 2 2 4 3 4 3 3 4 1 3 4 3 1 4
35 4 4 2 1 4 4 3 2 3 4 3 2 3 1 4 3 1 3 4 3 4 4 3 3 1 3 4 3 1 2
36 4 3 3 2 4 4 3 2 4 3 1 3 2 2 3 4 2 2 3 3 4 4 3 3 2 4 3 2 2 3
37 4 4 3 1 4 4 2 3 4 4 1 3 2 3 2 4 3 3 3 2 3 4 2 2 3 4 3 2 3 3
38 4 4 3 2 4 4 3 4 4 2 2 3 1 2 3 3 2 3 2 4 3 4 3 3 4 4 4 1 3 2
39 3 4 4 2 3 4 4 3 4 2 3 2 1 2 1 3 1 3 2 4 4 4 4 4 4 4 4 1 2 1
40 4 4 3 2 4 4 2 3 2 3 1 2 3 3 2 2 1 4 1 4 4 4 4 4 3 2 4 2 1 1
124
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
41 3 3 1 1 4 2 3 4 2 3 1 4 1 1 2 3 4 1 4 3 3 2 2 4 4 4 3 2 2 2
42 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
43 4 4 1 3 1 2 2 4 4 1 3 1 1 1 2 1 2 1 1 3 4 1 4 3 2 4 4 4 4 1
44 1 3 3 1 1 1 3 1 1 1 2 3 3 4 4 1 1 2 2 3 1 1 3 3 4 4 4 1 1 1
45 3 1 1 2 3 4 4 3 4 4 4 4 3 4 3 3 3 4 3 4 4 3 3 2 2 2 2 2 2 2
46 4 4 4 4 4 4 4 4 4 4 4 4 1 1 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
47 2 2 1 3 1 2 3 1 2 1 1 1 1 1 1 1 1 1 1 2 2 2 2 4 3 2 2 4 4 4
48 2 3 1 4 1 4 4 4 4 4 4 4 1 2 1 1 1 4 4 4 4 4 4 3 4 4 4 1 1 4
49 3 4 1 4 2 3 4 3 1 2 3 3 3 4 3 3 3 3 1 4 2 2 3 2 3 3 3 4 3 3
50 4 2 4 4 1 2 2 4 1 1 1 1 1 1 1 2 2 1 1 1 3 4 1 4 4 1 4 4 3 1
51 4 2 1 4 1 1 3 4 1 1 1 1 1 1 1 1 1 1 1 2 4 1 2 3 1 2 2 3 1 1
52 1 2 4 4 1 3 1 4 1 1 2 2 1 4 1 1 1 1 1 1 2 1 4 2 1 3 2 2 1 1
53 1 2 1 1 1 2 1 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 1 3 3 3
54 1 1 1 3 1 2 3 2 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 2 2 1 1 1 2 1
55 2 1 1 2 2 3 2 3 3 3 1 1 1 3 3 3 1 1 1 1 4 4 1 1 1 4 4 2 1 4
56 2 2 3 3 1 2 2 1 1 1 1 1 1 3 1 4 1 1 1 4 4 1 2 1 1 4 4 3 1 1
57 4 3 1 4 4 4 3 4 4 1 2 2 2 1 4 4 3 4 1 1 4 4 4 4 1 2 4 3 1 1
58 1 1 1 1 4 1 1 1 1 1 1 1 4 4 1 1 1 1 1 1 4 4 4 4 4 4 4 1 1 4
59 1 1 1 1 4 1 1 1 1 1 1 1 4 4 1 1 1 1 1 1 4 4 4 4 4 4 4 1 1 4
60 1 1 1 1 1 1 2 1 1 2 1 1 1 1 1 2 3 1 1 1 2 4 4 3 4 2 2 4 4 4
61 2 2 1 3 2 1 1 2 1 2 3 1 1 1 1 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1
125
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
62 0 4 2 2 2 0 3 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
63 2 3 1 2 2 1 3 1 2 1 2 1 1 1 2 1 2 1 2 2 4 4 4 4 1 4 4 2 4 2
64 2 4 1 4 1 1 2 3 3 1 1 1 1 1 1 1 1 1 1 4 4 4 4 4 4 4 4 1 1 4
65 2 3 1 4 4 4 4 4 4 4 1 1 1 3 1 2 3 1 1 1 4 4 4 4 2 2 2 3 3 2
66 3 4 1 2 3 4 4 2 1 1 1 2 1 3 1 2 2 1 3 2 4 3 4 3 1 3 2 1 1 4
67 4 3 2 1 2 3 4 3 2 1 3 2 4 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
68 2 1 1 2 1 1 1 3 1 3 1 1 1 1 1 1 1 4 4 3 3 2 3 4 1 1 4 3 3 4
69 2 1 1 2 1 2 2 3 2 1 1 1 2 3 2 4 4 1 2 2 4 4 4 4 1 3 4 3 1 1
70 4 1 1 2 4 4 1 3 4 4 4 4 4 4 4 2 3 3 2 2 4 4 1 3 1 1 3 1 1 1
71 3 1 1 2 4 4 2 4 3 2 2 1 1 1 1 3 1 1 1 2 3 4 4 4 3 1 3 4 1 1
72 3 3 3 3 3 3 3 3 3 3 3 3 2 1 2 1 1 1 2 2 4 4 4 4 4 4 4 4 4 4
73 4 3 1 4 1 2 4 4 3 3 3 3 3 2 3 2 4 2 1 3 3 4 3 4 2 1 4 2 1 2
74 2 2 3 1 1 3 1 1 2 3 3 2 2 3 4 1 2 1 1 1 1 2 3 3 1 1 2 1 1 4
75 3 4 1 1 1 3 2 3 3 3 1 1 1 1 1 1 1 1 1 2 3 3 3 2 3 3 4 3 1 1
76 4 3 1 4 1 4 4 4 4 1 4 2 1 1 1 4 1 1 1 4 4 4 4 4 4 4 4 4 4 4
77 4 4 3 1 2 2 2 1 1 1 1 1 1 1 4 4 1 2 4 1 1 4 4 4 4 4 4 1 4 4
78 4 4 3 1 2 2 2 1 1 1 1 1 1 1 4 4 1 2 4 1 1 4 4 4 4 4 4 1 4 4
79 1 3 1 4 1 1 1 1 2 2 4 1 2 2 2 1 4 1 2 1 4 3 3 3 2 2 3 2 1 1
80 1 3 1 4 1 1 1 1 2 2 4 1 2 2 2 1 4 1 2 1 4 3 3 3 2 2 3 2 1 1
81 4 2 1 4 4 4 4 4 4 4 4 1 1 1 4 2 1 1 2 4 4 4 2 4 4 3 2 1 4 4
82 1 3 1 2 1 4 4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4
126
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
83 4 4 4 4 3 4 4 4 2 2 2 3 3 1 4 4 1 4 4 4 1 2 4 1 2 2 2 1 1 4
84 3 3 1 3 1 3 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 2 4 2 1 1 1 1 2 3
84 4 4 3 4 1 4 4 4 4 1 3 2 1 1 4 4 2 2 1 4 1 4 2 4 2 3 3 2 1 1
86 1 1 1 4 4 1 2 4 1 1 4 1 3 1 3 1 1 1 1 2 4 3 4 4 4 4 4 4 4 4
87 2 1 1 2 2 1 1 2 2 1 1 1 1 1 1 1 1 1 1 2 4 4 2 2 3 2 1 3 1 2
88 4 4 3 1 2 2 2 1 1 1 1 1 1 1 4 4 1 2 4 1 1 4 4 4 4 4 4 1 4 4
89 2 2 2 3 2 2 2 3 1 1 1 1 1 1 1 1 1 1 1 1 4 4 4 4 2 3 4 4 1 2
90 1 2 1 1 2 3 1 2 1 1 1 1 1 1 1 1 1 1 1 4 4 4 4 3 3 2 4 4 1 4
91 3 3 2 4 4 2 3 4 4 4 2 1 2 3 1 2 3 1 2 2 4 4 3 4 1 4 4 3 1 1
92 2 1 2 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1
93 1 1 1 1 1 2 2 1 1 2 1 1 1 1 2 2 1 1 1 2 1 4 4 1 4 4 4 1 4 4
94 1 1 1 3 1 1 1 1 3 2 3 1 2 3 1 1 1 1 2 3 4 4 3 4 4 4 4 1 1 1
95 2 3 3 3 3 3 3 2 1 2 2 3 2 1 1 1 1 2 1 1 2 4 3 3 3 2 2 2 2 2
96 1 1 1 1 1 1 2 1 1 2 1 1 1 1 1 1 1 1 1 3 4 2 2 1 1 4 1 1 4 4
97 4 4 1 4 4 4 4 4 2 1 1 1 1 1 1 1 2 1 2 1 2 4 1 4 1 1 2 1 1 2
98 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 3 4 3 3 2 4 4 1 1 1 4 4 4
99 3 4 1 4 1 3 3 2 4 4 1 1 1 4 1 1 1 1 4 4 3 3 4 4 4 2 3 2 1 3
100 4 3 1 4 4 1 3 4 4 2 1 2 2 1 1 4 1 1 4 3 4 4 1 1 1 1 2 1 1 1
127
Annexure 16
Master sheet behaviour checklist
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 0 1 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 1 0 1 1 0 0 0 0 0 1 0 1 1
2 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0
3 1 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 1 0 1 0 1 1
4 1 1 1 0 0 0 1 0 0 0 0 0 1 0 0 1 0 1 1 0 1 0 0 0 1 0 1 0 1 0
5 1 1 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0
6 1 1 1 1 0 0 1 0 0 0 1 1 1 0 1 0 0 1 1 0 0 1 1 0 0 0 0 0 1 1
7 1 1 1 1 1 0 1 0 0 0 0 0 1 1 0 1 1 0 0 0 1 0 1 0 0 1 1 0 1 1
8 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 1 0 1 1 0 1 0 0 0 0 1 1 0 1 1
9 0 0 1 0 1 0 0 0 0 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 0 0 0 0 0 0
10 1 1 1 0 0 1 1 0 0 0 0 1 0 0 0 1 0 1 0 1 0 1 0 0 1 1 0 1 0 1
11 1 1 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 0 1 1 0 1 1 0 1 1 0 0 1 1
12 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 1
13 1 1 0 0 0 0 1 1 0 0 1 1 1 1 1 0 0 0 1 0 0 0 0 0 0 0 1 1 0 0
14 1 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 1 1 1 0
15 1 1 0 0 1 1 1 0 0 1 0 0 1 1 0 0 0 0 0 1 0 0 1 1 0 0 1 1 1 1
16 1 1 1 0 0 1 1 0 0 0 0 1 0 0 1 1 0 1 1 0 1 0 0 0 0 0 1 1 1 1
17 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 0 0 1
18 0 0 0 1 1 0 0 1 0 0 0 0 0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1
19 1 1 1 1 0 0 1 0 0 1 1 1 0 0 0 1 1 0 1 1 1 0 0 0 1 1 1 0 0 0
128
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
20 0 0 0 1 0 1 1 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 1 1 1 1 1 1 1 1
21 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 1 1 1 1 1 1
22 1 1 0 0 0 1 0 0 0 0 0 1 0 1 1 0 1 1 0 1 0 0 1 0 0 0 1 1 1 0
23 1 1 0 0 0 1 1 0 0 0 1 0 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 1 1 1
24 1 1 0 1 0 0 1 1 0 0 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0
25 1 1 0 0 0 0 0 0 0 0 1 1 1 1 0 0 1 1 1 1 0 1 0 0 0 1 1 0 0 1
26 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0 0 1 1 0 1 1 1 1 0 0 0 1 1 1 0
27 1 1 0 1 0 1 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 1 0 1 0 1 0 0 1 1
28 1 1 0 1 1 0 1 0 1 0 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1
29 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 1 1 1 1 0
30 1 1 1 1 0 0 1 1 0 1 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 0 1 0 1 1
31 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 0 1 1 1 0 1
32 1 0 0 1 1 0 0 0 0 1 0 0 0 1 1 1 0 1 1 1 0 0 0 1 1 0 1 0 0 1
33 1 0 0 1 1 0 0 1 0 1 1 1 1 1 0 0 0 1 1 1 1 1 1 0 0 0 1 0 1
34 0 1 0 0 1 1 0 1 0 1 1 1 1 0 0 1 0 1 0 1 1 1 1 0 0 1 0 1 0 1
35 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 0 1 1 1 1 1
36 1 1 1 1 1 0 1 0 1 0 0 1 1 1 0 0 0 1 1 0 0 1 1 1 0 0 1 0 1 0
37 1 1 1 1 1 0 1 0 0 0 1 1 1 0 0 1 0 1 1 1 1 1 1 0 0 0 1 0 0 0
38 1 0 0 1 0 0 1 1 0 0 0 0 0 1 1 1 1 1 0 1 0 0 0 1 1 0 1 1 0 0
39 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 1 1 1 0 0 0 0 1 1 1 1 1 1 0
40 0 0 1 1 0 0 0 0 0 1 0 0 0 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 0 1
129
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
41 1 1 1 1 0 0 1 1 1 0 1 0 1 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 0 0
42 1 1 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 1
43 1 0 0 1 0 1 1 0 1 0 0 0 0 0 0 1 0 1 1 0 0 1 0 0 0 0 1 1 0 1
44 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1
45 0 0 0 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 0 0 1 1
46 1 1 1 1 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 1 1
47 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1
48 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1
49 1 1 1 0 1 0 1 0 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0 1 1 1
50 0 1 0 1 1 1 0 0 1 1 1 0 0 0 1 1 1 0 0 0 1 1 1 1 0 0 0 0 0 0
51 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 1 1 1 1 1 1
52 1 1 0 0 0 1 1 1 0 0 0 1 1 1 0 0 0 1 0 0 1 1 0 1 1 0 0 0 1 0
53 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 0 0 0 1 0 0
54 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1
55 1 1 0 1 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 1 1 0 1 1 1 1 1 1 1 1
56 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 1
57 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 1 0 0 1 1 0 1 1 1 0 0 0 0 1 1
58 1 1 1 1 0 0 0 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 1 1 1 1
59 1 1 0 1 1 0 0 0 0 1 0 1 1 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0
60 0 1 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1
61 1 1 0 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 0 0 0 0 1 1 0 0 0 1
130
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
62 1 1 0 0 1 1 1 0 0 1 1 0 1 1 0 1 1 1 1 1 0 0 0 1 1 1 0 0 0 0
63 1 1 1 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 1
64 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
65 1 1 1 1 1 0 1 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1
66 1 1 0 0 1 0 1 0 0 1 0 0 0 1 0 1 1 1 1 0 1 0 1 0 1 1 1 0 1 1
67 0 0 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0
68 1 1 0 1 1 0 1 0 0 0 0 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 0 1 0 1
69 1 0 0 1 0 1 1 0 1 0 1 0 1 1 0 0 1 0 0 0 1 0 1 1 1 0 0 0 1 1
70 1 1 1 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 1 1 0 1 0 0 0 0 0 0 1
71 1 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 1 0
72 1 1 1 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 1 1 0 0 0 0 1 1 1
73 1 1 0 1 0 1 1 0 0 0 0 0 0 0 1 0 0 1 0 0 0 1 0 1 1 0 1 0 1 1
74 0 1 1 1 0 1 0 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 0 0 1 0 1
75 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 1 0 1 0
76 1 1 1 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0 0 1 1 1 1 0 0 1 1 1 1 1
77 0 0 0 1 1 0 0 1 0 0 0 0 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1
78 1 1 0 1 1 0 1 0 0 0 0 0 0 0 1 1 0 1 1 1 0 0 0 0 0 0 0 1 0 1
79 1 1 1 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 1 1
80 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
81 1 1 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 1 0 1
82 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0
131
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
83 1 1 0 1 1 1 0 0 1 0 0 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0
84 1 0 1 1 0 0 0 1 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0
84 1 0 0 0 0 0 0 0 1 1 1 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
86 1 1 0 1 0 0 1 0 0 0 0 1 0 1 0 0 1 0 1 1 1 0 0 0 0 0 1 0 0 1
87 1 1 0 1 0 0 0 0 0 0 1 1 0 1 0 1 1 1 0 1 1 1 0 0 0 0 0 0 0 1
88 1 1 1 1 0 0 1 1 0 0 0 1 0 0 0 0 0 1 1 1 1 1 0 0 0 0 1 1 0 0
89 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 1 1
90 1 1 0 0 0 0 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 0 0
91 0 1 1 1 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 0 1 0 1 1
92 1 1 0 0 1 0 0 0 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0
93 1 1 0 0 0 1 1 0 0 0 1 1 1 1 0 0 1 0 1 1 0 0 1 1 1 0 1 0 1 1
94 1 1 1 1 1 1 0 1 1 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1
95 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1 1 1 1 1 1 1 1 1 1
96 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 0 1 0 0 1 0 0 0 1 1 0 0 0 1
97 1 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0
98 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 0 1 0 1 0 1 1
99 0 0 1 1 0 1 1 0 0 1 1 0 0 0 0 1 1 1 0 0 0 0 1 0 0 0 0 1 0 1
100 1 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 1
132
Annexure 17
Statistical formula used in the study
1. Karl-Pearsons coefficient of correlation
r=




] ) ( ( ][ ) ( ( [
) )( (
2 2 2 2
y y n x x n
y x xy n
r = correlation coefficient computed on split halves
2. Spearman-Brown Prophecy formula
r
1
=
r
r
1
2
3. Chi-square test (2 X 2 table)
_
2
=
) )( )( )( (
) (
2
d b c a d c b a
bc ad N


4. Chi square test
,

=
i
i i
E
E O
2
2
)