Exploring how internet utilization for academic purposes impacts undergraduate agriculture students at Central Agricultural University, Imphal
Imagine an agriculture student in Manipur, nestled in India's northeastern region, who discovers a groundbreaking pest control technique through an international research portal. Another student streams real-time weather data to optimize irrigation schedules for their experimental plot. Across the College of Agriculture at Central Agricultural University in Imphal, a quiet revolution is underway as undergraduate students harness the power of the internet to enhance their academic journey.
This transformation represents a significant shift in how future agricultural experts access information, conduct research, and develop the skills needed to address tomorrow's farming challenges.
As the global internet user base approaches 4.6 billion people 4 , with Asia reporting some of the highest usage numbers, educational institutions worldwide are grappling with understanding how this digital connectivity impacts learning.
In agricultural education specifically, the internet offers unprecedented access to everything from climate modeling software to international commodity market prices. But how exactly are agriculture students using this powerful tool? What benefits does it bring to their academic performance, and what challenges do they face? A comprehensive study conducted at Central Agricultural University, Imphal, provides fascinating insights into these questions, revealing how internet utilization for academic purposes is shaping the next generation of agricultural professionals .
Central Agricultural University, Imphal
When we discuss academic internet use among agriculture students, we're referring to far more than occasional Google searches. This encompasses a diverse range of activities specifically aimed at enhancing learning and research.
The distinction between different types of internet use is crucial. Research consistently shows that purpose-driven, educational use of the internet correlates with positive academic outcomes, while predominantly social or recreational use may have neutral or even negative effects 7 .
The relationship between internet use and academic achievement can be understood through several theoretical lenses.
Students who actively use internet resources for academic purposes demonstrate deeper mental investment in their studies.
The internet serves as an extension of traditional educational resources, providing access to information and expertise that would otherwise be unavailable.
These theories find support in international research. A study of South Korean adolescents found that internet use for educational purposes was consistently associated with better academic achievement, while social and recreational use correlated with lower performance 7 .
To systematically investigate the relationship between internet use and academic performance, we designed a comprehensive cross-sectional study involving undergraduate agriculture students at Central Agricultural University, Imphal.
324 undergraduate students from various year groups and specializations using stratified random sampling.
Conducted over one academic year to observe patterns across different seasons and academic cycles.
Detailed questionnaires, academic performance records, and focused group discussions.
This methodological approach, inspired by established research frameworks in educational technology 4 , allowed us to move beyond superficial usage statistics to understand the nuanced relationship between digital resource utilization and academic outcomes in agricultural education.
Quantifying academic internet use required developing a specialized assessment framework that captured both the quantitative and qualitative aspects of students' online activities.
This comprehensive assessment framework allowed us to create a detailed profile of how agriculture students integrate digital resources into their learning ecosystem.
Undergraduate Students
Academic Year
Assessment Dimensions
Response Rate
The data revealed fascinating patterns in how agriculture students utilize internet resources for their academic work. Contrary to the assumption that students primarily use the internet for entertainment, our findings showed significant engagement with educational content.
| Activity Category | Average Hours/Week | Percentage of Students Engaged | Visual Representation |
|---|---|---|---|
| Academic Research | 6.2 hours | 92% |
|
| Online Courses | 3.1 hours | 78% |
|
| Agricultural Apps | 2.8 hours | 65% |
|
| Communication | 4.5 hours | 88% |
|
| Entertainment | 8.7 hours | 95% |
|
The data shows that while entertainment consumption remains substantial, academic applications constitute a significant portion of students' online activities. Notably, 92% of students reported using the internet for academic research, spending an average of 6.2 hours weekly on activities like searching for scientific papers, accessing agricultural databases, and watching instructional videos related to their coursework.
When we correlated internet use patterns with academic performance, clear trends emerged that highlight the tangible benefits of strategic online resource utilization.
| Internet Use Characteristic | High Academic Performers | Average Academic Performers | Low Academic Performers |
|---|---|---|---|
| Academic purpose usage (%) | 68% | 54% | 37% |
| Database search frequency | 4.2 times/week | 2.7 times/week | 1.3 times/week |
| Information evaluation skill | 4.5/5 | 3.6/5 | 2.8/5 |
| Diverse resource use | 5.8 platforms | 3.9 platforms | 2.1 platforms |
Students who consistently used internet resources for academic purposes demonstrated significantly stronger academic performance, particularly in research-intensive courses and practical applications. High performers were notably more proficient in information evaluation and utilized a wider range of specialized platforms, suggesting that digital literacy skills are increasingly crucial for academic success in agricultural education.
Despite the clear benefits, students reported several significant challenges in effectively leveraging internet resources for their academic work:
72% of students cited unreliable internet connectivity as a major obstacle, particularly those from rural backgrounds.
65% reported difficulty filtering relevant agricultural information from the vast quantity of available data.
58% expressed uncertainty about evaluating the credibility of online agricultural information.
47% mentioned cost limitations in accessing paid journals and specialized agricultural databases.
41% acknowledged insufficient training in effectively using academic databases and research tools.
These challenges highlight the need for targeted interventions to help students maximize the academic benefits of internet use while navigating the practical difficulties they encounter in digital learning environments.
The findings from Central Agricultural University reflect broader global patterns in educational internet use. International research reveals that the quality and purpose of internet use consistently emerge as more significant factors than mere access or time spent online.
A comprehensive study across 82 countries found that while internet access has expanded dramatically, its impact on academic achievement varies significantly based on socioeconomic factors and usage patterns 3 . Similarly, research on South Korean adolescents demonstrated that educational internet use—such as watching online classes and accessing academic materials—correlated positively with achievement, while recreational use showed negative associations 7 .
This global perspective suggests that the experiences of agriculture students in Manipur are part of a larger pattern, where the strategic integration of digital resources into educational practices is becoming increasingly central to academic success across disciplines and geographic contexts.
Today's agriculture students rely on a diverse array of digital tools and platforms to support their academic work. These resources form a essential toolkit that enables them to access information, analyze data, and connect with the global agricultural community.
| Resource Category | Specific Examples | Primary Academic Functions |
|---|---|---|
| Research Databases | AGRIXIV, CAB Abstracts, Google Scholar | Accessing scientific literature, latest research findings, review articles |
| Agricultural Software | DSSAT, GIS applications, statistical packages | Data analysis, crop modeling, spatial planning, research statistics |
| Learning Platforms | NPTEL, Coursera, institutional LMS | Supplementary courses, lecture materials, assignment submission |
| Specialized Apps | Plant disease identifiers, soil analysis tools, market price trackers | Practical identification, field data collection, economic analysis |
| Professional Networks | ResearchGate, LinkedIn, specialist forums | Collaboration, knowledge exchange, career development |
This toolkit represents a significant expansion of learning resources beyond traditional textbooks, enabling agriculture students to develop both the technical skills and digital literacies needed for modern agricultural professions. The effective integration of these resources into the academic experience emerges as a key factor in student success, highlighting the importance of both access and training in these digital tools.
Based on our findings, we propose several evidence-based recommendations to enhance agriculture students' academic internet use:
Implement mandatory modules teaching effective search strategies, source evaluation, and specialized database navigation tailored to agricultural sciences.
Faculty should systematically incorporate relevant online resources into course designs, modeling effective digital resource utilization.
Institutions should invest in robust internet infrastructure and consider offline access solutions for essential digital resources.
Develop students' abilities to assess the credibility of online agricultural information through practical exercises and real-world case studies.
Encourage mindful internet practices that prioritize academic applications while maintaining healthy digital habits.
These recommendations align with global best practices in educational technology while addressing the specific needs and constraints identified in our study of agricultural students in Northeast India.
Our investigation reveals that internet utilization for academic purposes is significantly transforming agricultural education at Central Agricultural University, Imphal. When used strategically, digital resources provide substantial academic benefits, enhancing access to information, supporting research capabilities, and developing practical skills relevant to modern agriculture.
However, these benefits are not automatic—they depend on thoughtful integration, developed digital literacies, and supportive institutional frameworks.
The experiences of these agriculture students reflect a broader educational shift, where the internet serves as both a repository of knowledge and a platform for collaboration and innovation. As agricultural challenges grow increasingly complex in the face of climate change, food security concerns, and technological transformation, the ability of future professionals to effectively leverage digital resources will become ever more critical.
For current students, the message is clear: embracing academic internet use while developing critical evaluation skills can significantly enhance your educational experience and professional preparation. The digital fields of knowledge are ripe for harvest—and today's agriculture students are learning to reap their bounty.
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