Research Title
Effects of Slow Internet Connection to the Academic of
NEUST Students
Introduction
The integration of the internet into education has
revolutionized how students access learning resources, collaborate with
peers, and engage in academic activities. Across universities worldwide,
reliable internet access is considered essential for students to perform tasks
such as conducting research, attending online classes, submitting
assignments, and participating in digital discussions (Singh & Thurman,
2019) .In the Philippines, particularly at Nueva Ecija University of Science
and Technology (NEUST), internet access has become even more crucial as
institutions increasingly rely on digital platforms to deliver education,
especially during the COVID-19 pandemic and its aftermath (Chiu, 2020).The
importance of fast and stable internet connectivity cannot be overstated, as
it directly affects students’ academic success and overall learning experience
(Almaiah, Al-Khasawneh, & Althunibat, 2020).
Despite the growing reliance on the internet for educational
purposes, many students, particularly at NEUST, experience challenges
related to slow and unreliable internet connections. While previous studies
have explored the role of digital learning tools and online platforms in
education (Dhawan, 2020), less attention has been paid to the adverse
effects that poor internet connectivity has on students’ academic
performance and well-being. Specifically, there is a lack of research focusing
on how slow internet connections hinder the productivity, participation, and
mental health of students in regional universities like NEUST. This gap in
research is particularly significant as internet connectivity issues persist,
despite the increasing demand for online learning (Mahyoob, 2020).
This study aims to fill the gap by investigating the effects of
slow internet connectivity on the academic performance, mental health, and
overall educational experiences of students at NEUST. By conducting a
survey among NEUST students, the research will analyze the extent to which
internet speed affects their ability to complete assignments, participate in
online classes, and access educational resources. Additionally, the study will
explore the coping mechanisms employed by students to deal with poor
connectivity and will offer recommendations for university administrators
and policymakers to improve internet infrastructure. This research will
contribute to a deeper understanding of the challenges faced by students in
digital learning environments and offer practical solutions to mitigate the
effects of slow internet on academic success.
Methods
To understand the impact of slow internet on students, we conducted a
survey at NEUST, reaching out to 50 students from different programs and
year levels. The survey had three parts:
1. Demographics: Basic details like age, course, and year level.
2. Internet Issues: Questions on the quality and speed of their internet
access.
3. Impact and Coping Strategies: How slow internet affects their studies
and the creative ways they try to overcome this issue.
The responses were analyzed using numbers and patterns to capture the
bigger picture, while open-ended questions revealed personal stories and
coping strategies.
Results
The survey results painted a clear picture of the struggles NEUST students
face:
1. Connectivity Challenges: Most students (75%) reported having slow or
unstable internet, especially during critical times like deadlines or
online exams. Only 25% said they consistently had fast internet
access.
2. Academic Impact: Students shared how slow internet caused them to
miss deadlines, struggle with research, or feel disconnected from
online classes. Over half (60%) admitted that their academic
performance suffered because of these challenges.
3. Coping Mechanisms: Many students showed resilience. Some used
mobile data as a backup, downloaded materials during off-peak hours,
or traveled to places with better internet. Others admitted feeling
frustrated and overwhelmed, highlighting the emotional toll of these
struggles.
Discussion
The findings confirm what many students already know: slow internet isn’t
just an inconvenience - it’s a barrier to success. It prevents them from fully
participating in online classes, completing assignments on time, and
engaging with their studies. This reflects broader challenges seen in other
developing regions, where technological infrastructure struggles to keep up
with educational demands.
Beyond academics, slow internet also affects students’ mental health. Many
shared feelings of stress, frustration, and helplessness, especially when
critical deadlines approached. While some found ways to cope, these
solutions often came at a cost-time, money, or added stress.
To address this, NEUST and other institutions must work toward improving
internet infrastructure. Partnering with service providers to enhance campus
Wi-Fi or offering subsidies for better home internet plans could make a real
difference. Additionally, creating more offline resources and flexible
submission options would help ensure that no student is left behind because
of connectivity issues.
Conclusion
This study sheds light on a pressing issue that affects the academic and
emotional well-being of NEUST students. By addressing the challenges of
slow internet, we can create a more equitable and supportive learning
environment where every student can thrive, regardless of their
circumstances.
Reference :
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the
critical challenges and factors influencing the e-learning system usage during
COVID-19 pandemic. Education and Information Technologies, 25(6), 5261–
5280. https://doi.org/10.1007/s10639-020-10219-y
Chiu, T. K. F. (2020). Applying the self-determination theory (SDT) to explain
student engagement in online learning during the COVID-19 pandemic.
Journal of Research on Technology in Education, 54(1), 14-30.
https://doi.org/10.1080/15391523.2020.1814906
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis.
Journal of Educational Technology Systems, 49(1), 5-22.
https://doi.org/10.1177/0047239520934018
Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic
experienced by EFL learners. Arab World English Journal (AWEJ), 11(4), 351-
362. https://doi.org/10.24093/awej/vol11no4.23
Singh, V., & Thurman, A. (2019). How many ways can we define online
learning? A systematic literature review of definitions of online learning
(1988–2018). American Journal of Distance Education, 33(4), 289-306.
https://doi.org/10.1080/08923647.2019.1663082
