Lost in the Web: How 3G Internet Affects Student Achievement

Authors Ronak Jain and Sam Stemper were PhD affiliates of the Harvard Center for International Development while completing their PhDs at Harvard University. 

In today's digital age, where smartphones and internet connectivity are ubiquitous, understanding the implications of technology on adolescent development is more important than ever. For instance, nearly 95 percent of American teenagers have access to a cell phone and nearly half report using the internet “almost constantly." Globally, a UNICEF report from 2019 found that one in three internet users is a child. The rapid proliferation of mobile internet technology has transformed how adolescents access information, communicate with peers, and engage with educational resources. Amidst this digital revolution, questions arise regarding the effects of increased internet access on adolescent skill development.

Our working paper studies the impact of 3G internet on adolescent human capital development. While the telecommunications industry has shifted focus to 4G and 5G networks, many users across the globe still rely on 3G services for day-to-day connectivity. We leverage data from over 2.5 million students across multiple countries from the Programme for International Student Assessment (PISA) to provide insights into the effects of internet use and how these differ across countries with varying levels of economic development and students’ demographic and socioeconomic contexts. Utilizing rich, nationally representative data from 82 countries, enables us to assess the wide-ranging impacts of internet utilization across countries with varying income levels. This comprehensive global outlook is essential for policymakers committed to narrowing the digital gap and formulating successful approaches for digital integration.

Our Methodology

Our study examines the causal influence of 3G internet access on adolescent academic achievement and well-being. In particular, leveraging data from over 2.5 million students across 82 countries, we use a difference-in-differences approach to investigate the causal impact of 3G Internet on student outcomes. We use test score data from the PISA, an international assessment conducted by the Organisation for Economic Co-operation and Development (OECD), to measure changes in adolescent skill development across regions and over time. By analyzing the staggered rollout of 3G technology and exploiting variation in exposure across different geographies (village, town, city, and large city) within a country over time, we aim to uncover the relationship between internet access and student outcomes.

Key Findings

Our findings reveal a significant impact of 3G internet access on adolescent behavior. Students living in areas with 3G coverage are more likely to engage in daily internet browsing and spend an additional 5 hours weekly or roughly 40 minutes daily on the internet.

This increased internet usage is accompanied by significant declines in student test scores across all subjects. The magnitude of these reductions— approximately 0.04 to 0.08 standard deviations—is equivalent to roughly one-quarter of a year of schooling. Furthermore, we observe suggestive evidence that measures of social connectedness and well-being, such as ease of making friends and a sense of belonging, worsen following the introduction of the 3G internet. Our results are robust to specifications that account for potential bias in difference-in-differences estimates, and we obtain larger, similarly signed estimates when using lightning frequency and 2G coverage as instruments for growth in 3G coverage.

We explore whether the effects of 3G differ across different groups of students, and we find suggestive evidence that test scores for students from less educated families are more negatively affected by 3G. Moreover, our findings suggest that the adverse effects of 3G on test scores are predominantly observed in non-high-income countries. This divergence may stem from various factors. Firstly, it is plausible that these non-high-income countries experienced significant impacts from the adoption of 3G in terms of internet accessibility and utilization, while high-income countries had already integrated internet usage among adolescents before the emergence of 3G. Alternatively, these distinctions might reflect variations in educators' and parents' proficiency in utilizing technology for educational purposes. Lastly, dissimilarities across nations could indicate greater parental awareness regarding the potential drawbacks of internet connectivity and more rigorous oversight of technology usage at home in high-income countries.

Considerations for Youth in a Connected World

Our study provides valuable insights into the impact of mobile internet access and adolescent development on a global scale. Our results show that while the proliferation of 3G internet offers new opportunities for information access and communication, it also poses challenges to academic performance and social well-being. Policymakers, educators, and parents must consider these trade-offs when designing strategies for digital inclusion and youth development. By understanding the impact of mobile internet on adolescent skill development, we can better navigate the digital divide and foster positive outcomes for the next generation in an increasingly connected world.