Post on 24-Nov-2014
DRUG ABUSE AND STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN NSIT IBOM LOCAL GOVERNMENT AREA OF
AKWA IBOM STATE.
A Research Project
By
SILAS, INEMESIT JOSEPH06/28033
Submitted To
DEPARTMENT OF EDUCATIONAL FOUNDATION, GUIDANCE AND COUNSELLING, FACULTY OF EDUCATION, UNIVERSITY OF
CALABAR, CALABAR, NIGERIA.
IN PARTIAL FULFILLMENT FOR THE COURSE REQUIREMENT FOR THE AWARD OF BACHELOR OF EDUCATION (B.Ed)
DEGREE IN GUIDANCE AND COUNSELLING.
DECEMBER, 2010.
ii
CERTIFICATE
The is to certify that this project was carried out by Silas,
Inemesit Joseph with Matric No. 06/28033 of the Department
of Educational Foundations, Guidance and Counselling,
Faculty of Education, University of Calabar, Calabar, under my
Supervision.
Signature:……………………………………..
Dr. Isaac UbiProject Supervisor
Date:…………………………………….
iii
DEDICATION
The Research project is dedicated first: to God Almighty,
then to my parents and siblings and finally; to my detractors –
the more their obstacles, the greater my resolve to tower
above them.
iv
ACKNOWLEDGMENTS
In the course of carrying out this study, I received
considerable assistance from various individuals.
An immeasurable debt of appreciation is due to Dr. Isaac
Ubi, my project supervisor who despite his tight schedules
took time to go through this work from the beginning to its
completion. His constructive suggestions, corrections and
advice were helpful in broadening my perspective of the
study.
I am equally grateful to my Head of Department Dr.
(Mrs.) E. A. Uwe, Prof. C. G. Asagwara, Dr. (Mrs.) J. S. petters,
Dr. P. N. Asuquo, Prof. M. T. Joshua, Dr. (Mrs.) A. E. Asim, and
Prof. D. I. Denga, their intellectual support in the lecture room
played significant roles in this research study. I also
acknowledge the support of the staff of the General office: Mr.
E. E. Ekpenyong, Mr. Matthew. A. Udo, Mrs. Agnes. Usoh, Mrs.
Eugenia. Inameti, Mr. I. O. Esia and Mr. Godwin I. Esau. I am
particularly grateful to Mr. Jove Obot and Apostle Elijah
v
Effanga for their untiring and inexhaustible, love, patience,
financial assistance, comfort, prayer and encouragement.
Finally, appreciate my friends and colleague Mr. & Mrs.
Cyril Abuo, Nten Ochuwe, Otobong Udo, Mrs. Blessing Esin,
and Mrs. Udeme Enebong, their intellectual discourse and
interaction were sources of encouragement and assistance in
many ways to me. God Bless them all.
vi
ABSTRACT
The aim of this study was to examine the effect of drug abuse
on students’ academic performance in secondary schools in
Nsit Ibom Local Government Area of Akwa Ibom State. In an
attempt to do this research questions were raised, hypotheses
formulated. A sample of two hundred and forty students from
six secondary schools in Nsit Ibom Local Government Area of
Akwa Ibom State was used. A 20-item Likert type
questionnaire designed by the researcher and approved by
the supervisor was used to gather data on drug abuse from
the sample. The dependent variable was measured using a
performance test developed by the researcher and validated
by the supervisor and other experts in three core subjects of
English language, Mathematics and Biology. Pearson Product
Moment Correlation was used to analyze the data for the five
hypotheses. Based on the findings conclusions were made
that there is a significant inverse relationship between drug
abuse through intake of hallucinogens, alcohol consumption,
cigarette smoking, intake of narcotics, intake of stimulants by
students and their academic performance. Based on the
conclusion, recommendations were made, which include that
Federal Government, states and Local Governments should
adopt an approach for preventing drug abuse in our
secondary schools by improving the quality of academic life
vii
and help fulfill the academic mission of secondary schools.
Public and private school administrators should target at the
vulnerable segment of our society, such as the older children,
adolescents and young adults. Such educational measures
should be carefully presented through methods that avoid
threats and dramatization. Parents and schools authorities
should educate their pupils on the need to stay away from
destructive effects of these drugs.
viii
LIST OF TABLES
Table 1: Summary data of all variables in the study 45
Table2:Pearson product Moment Correlation analysis of the relationship between intake of hallucinogens and students academic performance (N=200) 48
Table 3: Pearson product Moment Correlation analysis of the relationship between consumption of alcohol and students academic performance (N=200) 50
Table 4: Pearson product Moment Correlation analysis of
the relationship between cigarette smoking and students academic performance (N=200) 52
Table 5: Pearson product Moment Correlation analysis of the relationship between intake of narcotics and students academic performance (N=200) 54
Table 6: Pearson product Moment Correlation analysis of the relationship between intake of stimulants and students academic performance (N=200) 56
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TABLE OF CONTENTS
TITLE PAGE - - - - iCERTIFICATION - - - - iiDEDICATION - - - - iiiACKNOWLEDGMENTS - - - ivABSTRACT - - - - viLIST OF TABLES - - - - viiiTABLE OF CONTENTS - - - ixCHAPTER ONE: INTRODUCTION
1.1 Background to the study - - - 11.2 Theoretical framework - - - 51.3 Statement of the problem - - - 71.4 Purpose of the study - - - 91.5 Research questions - - - 101.6 Statement of hypotheses - - - 111.7 Significant of the study - - - 121.8 Research assumptions - - - 131.9 Scope of the study - - - 141.10 Limitation of the study - - - 15
1.11 Definition of terms - - - 15CHAPTER TWO: LITERATURE REVIEW
2.1 Drug abuse through intake of hallucinogens and academic performance - - - 19
2.2 Drug abuse through alcohol consumption and students’ academic performance - - 23
2.3 Drug abuse through cigarette smoking and students’ academic performance. - - 26
2.4 Drug abuse through intake of narcotics and students’ academic performance. - - 27
x
2.5 Drug abuse through intake of stimulants and students’ academic performance. - - 28
2.6 Summary of Literature review - - 31
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research design - - - 33
3.2 Area of study - - - - 34
3.3 Population of the study - - - 35
3.4 Sampling technique - - - 35
3.5 The Sample - - - - 36
3.6 Instrumentation - - - 36
3.6.1 Validity of the instrument - - - 37
3.6.2 Reliability of the instrument - - 38
3.7 Data collection procedure - - - 38
3.8 Data Preparation and scoring - - 39
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 General description of variables/data - - 43
4.2 Hypothesis-by-hypothesis presentation of results - 46
4.3 Summary of results - - - 57
4.4 Discussion of findings - - - 58
xi
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the study - - - 63
5.2 Conclusions - - - - 67
5.3 Recommendations - - - 68
5.4 Suggestions for further studies - - 69
REFERENCES
APPENDIXES
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
In recent times, so much has been said about drug
abuse and addictions. The history of taking drugs for non-
medical purposes dates back thousands of years. Man has
always been adapt at discovering and utilizing mood altering
drugs.
Drug abuse means indiscriminate use of drugs without
regards to medical practitioners’ or doctors’ guideline. A drug
is also abused when it is taken for any other purpose other
than that for which it is intended and in a way that could
damage the user’s health or ability to function. Most of the
drug is used in such large quantities which in turn produce
certain dangers to the individual.
According to Sonnerdrcker (1991) drugs were initially
used only for treating or curing illness and controlling
2
diseases. During the prehistoric period, people used various
substances to reduce pain suffering and to alter their feeding
in order to achieve a state of well being. With the passage of
time, due to the inconsistent and continued use of drugs their
other characteristics were discovered. Hence, many of the
drugs are now being used for other purposes rather than
medicine (Tiautman 1966). Many drugs are used as a means
of enjoyment or used for preventing daily tiredness. People
use some drugs to induce themselves to work beyond their
capacity. Today, drugs are being used indiscriminately by
people with the intention to enjoy, avoid stress of everyday
living, and to slow down or become excessively active. This
indiscriminate use of drugs is what Rimm and Somerwill
(1977) and Aliyu (1981) called drug abuse.
The dilemma posed by drug abuse has reached such an
alarming state that most countries see it as being social
crises. A significant number of deaths from accidents and
violent crimes in different countries today have been traced to
3
the activities of people under the influence of drugs (Awake
October 2005). It is true that in our society today, drug abuse
has created a lot of social problems ranging from truancy to
delinquency among our youths, to family disharmony and
destitution (Awake April 2003). For example these drug
dependent youths could make themselves available to be
used as thus, fraudsters and paid assassins. In the same
sense, young girls under the influence of drugs are known to
be parading themselves on the streets at night in towns and
cities as prostitutes thereby exposing themselves to various
types of diseases and as a result of this, they drop out of
schools and cannot further their education.
Confirming the social implications of drug abuse Anokwu
(1979) observed that high incidence of child delinquency is
attributed to drug abuse. Odejide, Banboye and Ikuesan
(1987) reveal other social aspects of drug abuse to include
dropping out of school, promiscuity, loss of sense of
responsibility and deliberate self havoc.
4
One might readily argue that students’ drug abuse has
reached epidemic proportions in secondary schools. There
was a time when secondary school students represented
some of the Nigerians most lively ambitious and energetic
population. However, the students’ drug abuse of today has
severely tarnished that image. Thus according to Stockwell
(2001) “attitudes towards society among secondary school
students today have changed beyond recognition”.
Though laws have been enacted and stiff penalties
marked out against the unauthorized use of drugs, people
including students obtain some of these drugs illegally from
patient medicine dealers and peddlers who make these drugs
available for the public. Because of the illegal sources from
which these drugs are obtained, students often abuse the use
of the drugs, in excess which does not fall in line with medical
prescription. The situation is worrisome especially because it
has affected students’ academic performance.
5
1.2 Theoretical framework
The idea that school-related problems and substance
use coexist has been incorporated into many theories that
provide explanations for substance use and offer problem
behaviours. For example one of the most influential theories,
Hirschi’s Social Control theory (Hirschi, 1969) proposes that
the major sources for establishing social norms are the school,
the family and peers. He proposes that students who lack
strong bonds to these pro-social people institutions are more
likely to be involved in delinquency. One of the most well
known (and applied) theories that include a strong social
control component is the social development model. Hawkins
and Weis (1985) stress the important of school bonding as a
critical component of their model. They suggest that a strong
school bond is characterized by a student’s attachment to
pro-social peers, a commitment to conventional academic and
social endeavours at school and a demonstrated belief in
established, pro-social norms. The social development model
6
hypothesizes that students who are not well bonded to school
are more likely to follow anti-social path through adolescence.
Another prominent theory is Primary Socialization
Theory (Oetting and Donnermeyer, 1998) which emphasizes
the mediating role of peers in social learning. Adolescents
with delinquent peers are more likely to obtain social reward
for delinquent behaviour, including drug use, and therefore
learn and adopt attitudes favourable to drug use. Primary
Secondary theory posits that students who lack a strong
commitment to school will be more likely to become involved
with delinquent peers, which in turn may lead to their own
involvement in delinquency (including drug use).
One other theoretical framework that is important to
consider is strain theory (Cloward and Ohlin, 1960). This
theory hypothesized that adolescents are more likely to
engage in delinquency, including drug use, when faced with a
significant discrepancy between their personal aspirations and
their perceived opportunities. That is, students who desire
7
success but perceive that success is not personally obtainable
are more likely to engage in delinquent behaviour. Lack of
success in school is considered as one of the major sources of
strain.
1.3 Statement of the problem
This study was precipitated by the dwindling academic
performance of students in Akwa Ibom State occasioned by
the high rate of drug abuse among them. Looking at the level
of indiscipline in our secondary schools today, one can easily
find out that drug abuse plays a detrimental role in academic
performance of students in post primary schools. Drug abuse
has now reached an alarming proportion within the society.
Tarlier reports shows that about seventy percent of patients
attending Neuro-psychiatric hospitals today in Nigeria are
students. Oviasu (1976) found out that 21.3 percent of those
classified and admitted in a psychiatric hospitals in Benin city,
Nigeria following use of marijuana were students. Reports also
8
show that there has been a sporadic increase in the rate of
drug abuse among students in Post primary Schools and
consequently, school indiscipline (such as lateness to school,
skipping classes, failure to complete assignments, armed
robbery, burglary, high rate of road and fire accidents,
juvenile delinquency and other societal ills. These problems
have aroused great attention to so many well meaning
Nigerians including students all making efforts to study and
analyze factors and problems associated with drug abuse.
Thus, the basic problem of this study is the poor
academic performance of students in secondary schools,
occasioned by the researcher’s suspicion that it is the result of
drug abuse among the students.
1.4 Purpose of the study
The purpose of this study is to investigate the effects of
drug abuse on the academic performance of students in
secondary schools. Specifically, the study investigates:
9
1) The relationship between drug abuse through intake of
hallucinogens and students academic performance.
2) The relationship between drug abuse through alcohol
consumption and students academic performance.
3) The relationship between drug abuse through cigarette
smoking and students academic performance.
4) The relationship between drug abuse through intake of
narcotics and students academic performance.
5) The relationship between drug abuse through intake of
stimulants and students academic performance.
1.5 Research questions
The following research questions are deemed necessary
for this study.
i) What is the relationship between drug abuse by students
through intake of hallucinogens and their academic
performance?
10
ii) What is the relationship between drug abuse by students
through alcohol consumption and their academic
performance?
iii) What is the relationship between drug abuse by students
through cigarette smoking and their academic
performance?
iv) What is the relationship between drug abuse by students
through intake of narcotics and their academic
performance.
v) What is the relationship between drug abuse by students
through intake of stimulants and their academic
performance.
1.6 Hypotheses
The above research questions were converted into the
following hypotheses.
11
1) There is no significant relationship between drug abuse
by students through intake of hallucinogens and their
academic performance.
2) There is no significant relationship between drug abuse
by students through alcohol consumption and their
academic performance.
3) There is no significant relationship between drug abuse
by students through cigarette smoking and their
academic performance.
4) There is no significant relationship between drug abuse
by students through intake of narcotics and their
academic performance.
5) There is no significant relationship between drug abuse
by students through intake of stimulants and their
academic performance.
1.7 Significance of the study
12
The significance of this study cannot be over
emphasized in a rapidly developing country such as Nigeria.
The country’s hope of creating a democratic, egalitarian, self
reliant and dynamic economy with full opportunities for all
would not be achieved if the youths are not drug free.
This study will enlighten the youths on the inherent
danger of drug abuse on their academic performance and
educate parents and teachers on the early detection of drug
abuse of their wards. It will offer recommendations that will
help the government and other organizations concerned with
the menace of drug abuse in solving some of its problems. it
will also help other researcher in this field to have first hand
information on the role drugs play on the academic
performance of students.
Emphatically this study will expose the researcher to the
opportunity of amazing readable articles, data and quotations
related to drug abuse for youths to read have an insight into
the modern trend of drug abuse. This in effect will place them
13
in a good position to make positive decisions about drug
abuse and to join in the campaign against drug abuse among
students in Nigeria society.
1.8 Assumptions of the study.
The following assumptions have been made on the
study.
Pressure of work and pressure to succeed in competitive
situations may encourage drug abuse.
Peer group influences students’ use of drugs in
secondary schools
Availability of drugs encourages students’ abuse of
drugs in secondary schools.
Drug taking habits of parents’ influences students in
taking drugs in secondary schools.
The variables of study drug abuse and students’ in
taking drugs in secondary schools.
1.9 Scope of the study
14
Though the task of the research is to investigate the
effects of drug abuse on the academic performance of
students in secondary school in Nsit Ibom Local Government
Area of Akwa Ibom state. It will be difficult if not impossible to
cover all the secondary schools in Nsit Ibom. Accordingly six
secondary schools in Nsit Ibom Local Government Area have
been selected from the total number of twelve secondary
schools in Nsit Ibom Local Government Area for the study.
Again students that will be given questionnaire will be
those in higher classes. This will be done because the
researcher expects them to understand the questionnaire
better and therefore provide more useful answers and
information.
1.10 Limitation of the study
Equally the researcher was hindered by the
unwillingness of the respondents to reveal important
information. Also, transportation problem hindered the
15
researcher. The researcher found it difficult to move from
school to school to gather information for the research study
and as such fewer school were reached than expected.
1.11 Definition of terms
Addiction: A state in which an individual is physically
dependent upon a particular substance and suffers when it is
devoid to him.
Adolescence: The time of life between puberty and maturity.
The youth period from 12 years to 20 years.
Cannabis: This is hemp plant commonly referred to as
marijuana, Indian hemp or “grass”.
Dependence: A state of period or chronic intoxication,
detrimental to the individual and the society produced by the
repeated consumption of the drug.
Depressant: Drugs that act to decrease body cell activity
and induce drowsiness and sleep.
16
General drugs: Drugs used to combat infection and disease
and have mild effect the body and mind, for example
analgesics, anti-malaria and antibiotics.
Hallucinogens: They are the most powerful of the
psychoactive drugs and change the user’s mood, mental
attitude and environment.
Narcotics: Drugs that affect the central nervous system to
dull the senses, relieve pains and cause sleep.
Psychotropic drugs: Drugs that cause drowsiness or
excitement
Stimulants: Drugs that excite body cells to increase activity
and stimulate the central nervous system.
Sedatives: Drugs that cause drowsiness or excitement.
Tolerance: A condition that develops when a body becomes
accustomed to a drug and no longer responds to the original
dosage of the drugs.
17
CHAPTER TWO
LITERATURE REVIEW
The national outcry on the hazard of drugs point to the
fact that drug abuse has reached a staggering proportion. For
sometimes now, the media have been reporting on drug
trafficking and abuse as well as the number of people arrested
in connection with drugs deals. The problem is spreading like
a plague in most countries of the world and is associated
particularly among the youths. Drug use and abuse has now
penetrated virtually every stratum of the society. The rich
poor, the successful, the gainfully employed and the
unemployed alike are all involved in drug related deals.
In recent years, the demand for drugs is becoming high.
This may be due to increase in drug trafficking, easy access
and availability and its euphoric effect on the user. So
alarming is the state of drug trafficking and abuse, that it has
become a major concern to our country. The hostilities and
drug related offences led to the birth of National Drug Law
18
Enforcement Agency (NDLEA) in December 1992 to combat
drug related offences such as trafficking, consumption,
cultivation and possession etc.
Thus, according to Achalu (2004), drug abuse has to do
with the taking of drug under circumstances and at doses that
significantly increase the risk or hazard to the individual user
or others. Summarily, drug abuse can be said to be excessive
or addictive use of psychotropic substances for non-medical
purposes.
2.1 Drug abuse through intake of hallucinogens and students academic performance
Hallucinogens is a general name and drug here include
marijuana, hashish etc. Marijuana is a green brown or grey
mixture of dried shredded leaves, stems, seeds and flower of
the hemp plant (cannabis Sativa). Cannabis is a term that
refers to marijuana and other drugs made from the same
plants-strong forms of cannabis include sinsemilla (sin-she-
me-yah), hashish (“hash” for short), and hashoil.
19
All forms of cannabis are mind altering (psychoactive)
drugs, and all contain delta-a tertrahy-dro cannabino (THC),
the main active chemical in marijuana. They also contain
more than 400 other chemicals. THC affects the nerve cells in
the part of the brain where memories are formed. This makes
it hard for users to recall recent events it is hard to learn while
high – a working short term memory is required for learning
and performing tasks that call for more than one or two steps.
As people age, they normally lose nerve cells in a region
of the brain that is important for remembering events. Chronic
exposure to THC may hasten the age related loss of these
nerve cells. Although scientists do not yet know whether the
use of marijuana causes mental illness, it is established that
high doses of marijuana can induce psychosis (disturbed
perceptions and thoughts), and marijuana use can worsen.
Psychotic symptoms in people who have schizophrenia.
There is also evidence of increased rates of depression,
anxiety, and suicidal thinking in chronic marijuana users.
20
Some frequent, long-term marijuana users show signs of a
lack of motivation (termed a motivational syndrome). Their
problem include not caring about what happens in their lives,
no desire to work regularly, fatigue, and a lack of concern
about how they look. As a result of these symptoms, some
users tend to perform poorly in school.
Chatterji (2006) showed that marijuana use in high
school is associated with lower levels of educational
attainment, and concluded with an appropriate conjecture
that “public policies that are effective in reducing substance
use during high school should have some impact on
educational attainment.
Adolescent drug use including marijuana is related to
many negative outcomes in both the short and long term. For
example adolescents marijuana user are more likely than non
users to drop out of high school, involved in human immune
deficiency virus risk behaviours and exhibit other forms of
delinquency Brook, Balka, Whiteman (1999) and Brooks, et al
21
(2002) and Brown, et al (2004). They are also more likely
arrested NIDA Research Report Series (2002). Ellickson et al
(1992) grouped the risk factors for adolescent drug use into
three categories, perceived environmental factors exposure to
deviant peers and parents who use drugs, poor family
bonding, poor school bonding, low academic orientation,
behaviourial factors (poor academic achievement), tolerance
of delinquency, prior involvement in delinquency, prior
substance use and intrapersonal factors (e.g. rebelliousness,
depression and perceived risk). Hawkins et al (1992) reported
that low academic achievers are more likely to be drug users.
2.2 Drug abuse through alcohol consumption and students’ academic performance.
Alcohol consumption is a major social problem in Nigeria
that can affect people of all ages, from all backgrounds, and
all social classes. As the third leading preventable cause of
death in the United States, alcohol consumption is also
responsible for several harmful health consequences (CDC,
22
2004). It also contributes to most suicides, violent crimes,
emergency room admissions, traffic accidents and violence
incidents.
One aspect of particularly alarming concern within this
social issue, it that of alcohol use by adolescents and teens
(Konblum and Julian, 2007). Although, alcohol is the main
cause of death for people under 21 (NIAAA, 2005), there is
growing evidence to substantiate the fact that underage
drinking is strongly associated with academic and social
problems, potentially undermining success in domains of
competence that are crucial for successful adult development
(Masten et al, 2008). Presrey and Meiliman (1997) reported
that about 25% of students faced academic problems caused
by alcohol abuse such as earning lower grade, doing poorly in
examination and missing classes.
The National Institute on Alcohol Abuse and Alcoholism
(2005) reported in a study of more than 14,000 students that
21.6% who drank during the year prior to the study had fallen
23
behind the school work and 29.5% had missed classes
because of alcohol abuse. Idown (1992) maintained that
alcohol abuse exposes the students to avoidable trauma,
unprovoked violence, road accidents involvement etc, when
this happens such students will not be able to take his/her
academic seriously and this has a negative effect on his/her
academic performance.
Alcohol use affects the entire body, including the brain in
a variety of ways. Presrey et al (1996) reported that the first
attribute to be affected is judgement. He further stressed that
one who uses alcohol may finds it difficult to make good
decisions, to make them quickly or to be realistic when
making them.
There is a little doubt that alcohol use has a damaging
effect on academic performance. In fact, one national study
showed that at four-year institution, college students with an
‘A’ average consume 3.3 drinks per week whereas students
with a ‘D’ or ‘F’ average consume 9.0 drink per week. The
24
same study showed that sizeable percentages of college
students also report having done poorly on a test or project or
having missed class because of their alcohol or other drug use
in the previous twelve months (Blinge, 1996).
In another study, Wechsier (1995) found that since the
beginning of the school year, nearly one-third of high-risk
drinkers had missed class and 21% had fallen behind in their
school work because of their drinking. It is not just those who
use alcohol and other drugs who were affected by that use.
The Harvard study by Wiechsier (1995) also found that on
campuses where more than half the students were classified
as binge drinkers, 68% of non-binge drinkers reported that
since the beginning of the academic year, their studying or
sleep had been interrupted because of other students’ use of
alcohol.
2.3 Drug abuse through cigarette smoking and students academic performance
25
Cigarette is a ‘gate way’ drug. It is described so because
it is usually the first drug that is used before other drugs are
tried out (Indiana Preventive Resource Centre, 2003). Abuse
of this drug can lead to sharp decline in academic
performance, increase report of truancy and expulsion from
school. It brings about the alteration in the chemistry of the
brain of the abusers.
The World Health Organization (WHO 1980) observed
that tobacco smoking cause the death of people in different
countries. WHO (1986) reported that students who engaged in
smoking often experience an early onset of cough and
shortness of breath, and are susceptible to life threatening
diseases such as cancer. In such a situation, the students’
academic achievement may be affected as the disease may
lead to death or drop out of school.
2.4 Drug abuse through intake of narcotics and students academic performance.
26
Narcotics is a central nervous depressants and
analgesics. The drugs involved are opium, morphine, heroine
and cocaine. The psychoactivity of the drug is depressant.
They are medically and legally used as analgesics and pain
relievers. Consequences of abuse include degradation of
character and will power, drowsiness, respiratory depression,
nausea, and physical dependent.
Frazer and Martins (1961) revealed that cocaine makes
the abuser to feel excessively depressed after a feeling of
high and over confident in both physical and mental ability. It
interferes with the abuser’s blood pressure which also affects
the breath rate and health. A small dose of cocaine can make
the abuser to over work himself and this may lead to death
(Wilson and Linken 1969). Edwin and David (1990), indicated
that cocaine seriously damages that nasal tissue septum and
lungs of the abuser, they also experience hallucination,
become anxious and confused. A student who takes cocaine
before examination or class will not remember what to write
27
or performed badly in the class because of the influence of
cocaine.
2.5 Drug abuse through intake of stimulants and students’ academic performance
Stimulants are drugs that excite the central nervous
system. An example of this drug is kolanuts. The
psychoactivity of the drug is stimulants. It produces alertness,
euphoria, excitement, as well as loss of appetite, loss of blood
pressure and loss of weight, strong and emotional
dependence.
Eitzen (1980) maintained that ‘pressure’ to succeed in
competitive situation encourage drug abuse. This is mostly
manifest in students and athletes. Some students often leave
their academic work for pleasure only to find out that they
have a lot to read during the examination period. As a result,
they employ drugs to keep them awake in order to cover as
much work as possible before examination.
28
It is common to find students chewing kolanuts or
drinking coffee to study far into night. Prolong use of the drug
reduces the power of concentration of students who spent all
night to prepare for examination. Omudude (1992) observed
that the need to study awake especially during examinations
is one of the reason why students use drugs.
Caffeine is viewed as a drug, and it is proven that more
people in the United State are addicted to it than any other
drug, including alcohol, tobacco and marijuana (Gomley,
1996). According to Troyer and Marlke (1984) psychiatrists
have been labeled behaviourial patterns attributed to caffeine
consumption with the diagnostic term “caffeinism”. These
behaviourial patterns can include restlessness, nervousness
and insomnia which can last four to six hours after consuming
only one cup of caffee (Troyer and Marlke, 1984). Goodman
and Gilman (1975) stated that caffeine is a powerful stimulant
to the central nervous system and its main purpose, as
desired by students is to produce clear, rapid thought and
29
above all keep fatigue at bay. Yet, according to Braun (1996),
although caffeine is proven to increase the production of
adrenalin and may speed up reaction time in simple
arithmetic skills, it has been proven to worsen performance in
longer more complicated word problem. In relation to study
habits, it seems that most college students are above the
simple arithmetic level. Yet many continue to drink coffee
daily, assuming ‘heighten’ energy levels will lead to ‘heighten’
academic performance (Gormley, 1996). They believe these
caffeinated beverages are ‘think drinks’ and will ‘turn on’ their
brains as it increases their arousal and alertness and delays
the onset of sleep (Braun 1996).
Although research on caffeine affecting the study habits
of memory and recall are few, Braun noted that caffeine only
improves the mental ability of speed and not power. In other
words caffeine only degrades performance in logical
reasoning which is what most college level materials entails.
30
2.6 Summary of literature review
Drug abuse is fast becoming a problem not only in our
society, but also in our school system. Its alarming rate have
attracted concern from various bodies/organizations, media
houses as well as churches. The review of literature was
focused on the effects of drug abuse on students’ academic
performance. Information has been provided under various
sub-heading, thought several authors have written on related
topic internationally not much have been done locally in this
area. Hence, the present study is to fill the gab noticed in this
area.
31
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter describes the design and method adopted
for the study. It is presented under the following sub-
headings.
3.1 Research design
The design used in this study was the survey research design.
Nwana (1981) defines survey approach as an examination of
existing conditions of something in its natural setting. Also
Trace and Treece 1977 asserted that “a Survey research
could be referred to as a non-experimental design in which
the researcher investigates a school or a group of students in
order to provide accurate qualitative description”. It is a
description research in which a sample is drawn from the
population data and is collected through questionnaire,
interviews and observations. For this research only
questionnaires were used for data collection.
32
3.2Area of study
This study was conducted in six secondary schools in
Nsit Ibom Local Government Area of Akwa Ibom State. Nsit
Ibom is one of the thirty-one (31) local Government Areas of
Akwa Ibom State created in 1991. It is bounded by Uyo Local
government Area in the North, Etinan Local Government Area
in the West, Ibesikpo – Asutan Local Government Area in the
East and Nsit Ubium Local Government Area in the South.
It has Afaha Offiong as her headquarters. The Local
Government Area has a landmass of 18.7 square kilometers
with seven urbuan towns. Afaha Offiong, Afaha Nsit, Ikot Nya,
Mbiokporo I, Mbiokporo II, Ikot Ntuen and Oboetim.
It is one of the most thickly populated Local Government Area
and has a total of twelve (12) secondary schools.
33
3.3Population of the study
The population of this study comprise of all SS II and SS
III students in secondary schools in Nsit Ibom Local
Government Area of Akwa Ibom State. The Local Education
Committee (L.E.C.) in Nsit Ibom records a total of One
thousand four hundred and forty students in both SS II and SS
III in the selected secondary schools.
3.4Sampling technique
The sampling technique adopted for the study is the
simple random sampling technique.
This sampling technique was considered appropriate
because it gives every member of the population an equal
opportunity of being selected for the study. The researcher
adopted the hat and draw method of balloting. Here, names
of the twelve schools were written on pieces of papers, roll
each paper slip into paper ball, mix these paper balls in a hat
34
and then draw six paper balls. The names of schools drawn
represented the required schools to conduct the study.
3.5The sample
The sample of the study is made up of Two Hundred and
Forty (240) students randomly selected from SS II and SS III of
selected six schools in Nsit Ibom shows that forty (40)
students were selected through a simple ballot of yes or no
from each of the sampled; schools. 40% of the sample was SS
II while 60% were SS III.
3.6Instrumentation
The measuring instruments used for data collection for
the study were a questionnaire and a performance test in
three core subjects designed by the researcher with the help
of the supervisor. The questionnaire was divided into two
main sections. Section A was designed to collect the
respondents’ personal data such as sex, age etc.
35
Section B was Likert – type, made up of 10 items to
measure Drug abuse. In this section the respondents were
required to rate themselves on the rate at which they have
taken drugs without the prescription of the doctor.
3.6.1 Validity of the instrument
To secure the validity of the instrument use the
questionnaire developed was given to the supervisor and an
expert in measuring and evaluation in the University of
Calabar for screening and vetting. The relevant items were
retained while the irrelevant items were dropped. By so
doing; both face and content validity were ascertained.
3.6.2 Reliability of the instrument
To determine the reliability of the instrument
(questionnaire) a trial test was carried out using fifty (50)
students drawn from the area of study. Test – retest method
was used to determine the reliability estimate of the
36
instrument. This was to determine the internal; consistency
of instrument. To carry out the test the researcher
administered the questionnaire to the 50 respondents and
after two weeks interval the same respondents were given the
same questionnaire to complete. The scores for the two sets
of administration were correlated. The coefficients of
correlations stood at 0.68 and 0.71 for drug abuse and
academic performance respectively,
3.7Administration of the instrument
The instrument was administered by the researcher in
person in each of the selected schools. The respondents were
informed of the exercise and on the need to be honest in
terms of giving objective response free of influence of co-
students. The researcher with the help of some teachers
administered the questionnaire personally. At the end of the
exercise the respondents were asked to return them,. The
researcher ensured that the entire administered
37
questionnaires were all carefully returned from the sampled
schools.
3.8Data preparation/scoring
The questionnaire is made up of 10 items spanning
through section A – B. While section A sought to elicit
information on personal data, section B of the instrument
focused on drug abuse and student’s academic performance.
Scores given to the responses were categorized as shown:
Response - Scores
Strongly agree (SA) - 4 point
Agree (A) - 3 point
Disagree (D) - 2 point
Strongly disagree (SD) - 1 point
Hypothesis one
38
There is no significant relationship between drug abuse
by students through intake of hallucinogens and their
academic performance.
Independent variable: - Drug abuse by students through
hallucinogens.
Dependent variable: - Academic performance
Test statistic: - Independent t – test analysis.
Hypothesis two
There is no significant relationship between drug abuse
by students through alcohol consumption and their academic
performance.
Independent variable: - Drug abuse by students through
alcohol consumption.
Dependent variable: - Academic performance
Test statistic: - Independent t – test analysis.
39
Hypothesis three
There is no significant relationship between drug abuse
by students through cigarette smoking and their academic
performance.
Independent variable: Drug abuse by students through
cigarette smoking.
Dependent variable: Academic performance
Test statistic: Independent t-test analysis.
Hypothesis Four
There is no significant relationship between drug abuse
by students through intake of narcotics and their academic
performance.
Independent variable: Drug abuse by students through
narcotics
40
Dependent variable: Academic performance
Statistical test: Independent t-test analysis
Hypothesis Five
There is no significant relationship between drug abuse
by students through intake of stimulants and their academic
performance
Independent variable: Drug abuse by students through
stimulants.
Dependent variable: Academic performance
Statistical test: Independent t – test analysis
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter deals with the analysis of data and the
presentation of results arising from the result are also
presented in this chapter. The chapter also presents the
discussion of findings of the study. All hypotheses were tested
41
at 0.05 level of significance. For orderly presentation of
material, the chapter is reported under the following sub
headings:
4.1 General description of variables/data
4.2 Hypothesis-by hypothesis presentation of results
4.3 Summary of results
4.4 Discussion of findings
4.1 General description of variables/data
The study was on drug abuse and students, academic
performance in secondary schools in Nsit Ibom Local
Government Area of Akwa Ibom State. The independent
variable in the study is drug abuse and the sub-variables
identified under it were intake of hallucinogens, alcohol,
cigarette smoking, narcotics and stimulants. All the
independent variables were measured continuously using a
42
four-point Likert type scale. There were four items on the
questionnaire for each variable.
The dependent variable in the study is academic
performance of students. This variable was measured using a
test of general knowledge on three core subjects, namely,
English, Mathematics and Biology. The test was developed by
the researcher and it was made up of 20 (twenty) multiple
choice items. Descriptive statistics emanating from data
analysis for all the variable are presented in table 1.
43
Table 1
Summary data of all variables in the study
S/No Variables N X SD
1. Hallucinogens 200 6.02 3.19
2. Alcohol 200 7.51 4.52
3. Cigarette smoking 200 6.52 3.75
4. Narcotics 200 6.21 3.23
5. Stimulants 200 7.33 4.28
6. Academic performance 200 79.78 22.54
+
44
4.2 Hypothesis-by-hypothesis presentation of results
Hypothesis one
There is no significant relationship between drug abuse
by students through intake of hallucinogens and their
academic performance.
The test statistics used in analyzing data for this
hypothesis was Pearson Product Moment Correlation
Coefficient analysis (rho). The result is presented in table 2.
Result of the analysis in table 2 show that the calculated
r-value of -0.56 is in absolute sense greater than the critical r-
value of 0.138 at 0.05 level of significance with 198 degrees
of freedom. This means that, there is a significant inverse
relationship between drug abuse by students through intake
of hallucinogens and their academic performance. That is, the
more students are prone to drug abuse through intake of
45
hallucinogens the less their academic performance. Based on
the result the null hypothesis is rejected.
46
Table 2
Pearson Product Moment Correlation Analysis of the relationship between intake of hallucinogens and students’
academic performance (N = 200)Variables Σx
Σy
Σx2
Σy2Σxy r-cal
Hallucinogens intake (x) 1203 9247
8805
5-0.56*
Academic performance
(y)15955
137392
5
*Significant at 0.05, df = 198, critical r = 0.138
47
Hypothesis two
There is no significant relationship between drug abuse
by students through alcohol consumption and their academic
performance.
Pearson Product Moment Correlation Coefficient analysis
was employed in testing the hypothesis. The result of the
analysis is presented in table 3.
Result of the analysis in table 3 shows that the
calculated r-value of -0.65 is in absolute sense greater than
the critical r-value of 0.138 at 0.05 level of significance with
198 degrees of freedom. This means that, there is a
significant inverse relationship between drug abuse by
students by alcohol consumption and their academic
performance. That is, the more students are prone to drug
abuse through consumption of alcohol the less their academic
performance. Based on the result the null hypothesis is
rejected.
48
Table 3
Pearson Product Moment Correlation Analysis of the relationship between intake of alcohol consumption and
students’ academic performance (N = 200)Variables Σx
Σy
Σx2
Σy2Σxy r-cal
Alcohol consumption
(x)1501 15331
10649
0-0.65*
Academic performance
(y)15955
137392
5
*Significant at 0.05, df = 198, critical r = 0.138
49
Hypothesis three
There is no significant relationship between drug abuse
by students through cigarette smoking and their academic
performance.
Test statistics employed in analyzing data for this
hypothesis was Pearson Product Moment Correlation
Coefficient analysis. The result of the analysis is presented in
table 4.
The results of the analysis in table 4 shows that the
calculated r-value of -0.67 is in absolute terms greater than
the critical r-value of 0.138 at 0.05 level of significance with
198 degrees of freedom. This means that, there is a
significant inverse relationship between drug abuse by
students through cigarette smoking and their academic
performance. That is, the more students are prone to drug
abuse through cigarette smoking the less their academic
performance. Based on the result the null hypothesis is
rejected.
Table 4
50
Pearson Product Moment Correlation Analysis of the relationship between cigarette smoking and students’
academic performance (N = 200)
Variables Σx
Σy
Σx2
Σy2Σxy r-cal
Cigarette smoking (x) 1304 11306
9275
0-0.67*
Academic performance
(y)15955
137392
5
*Significant at 0.05, df = 198, critical r = 0.138
51
Hypothesis four
There is no significant relationship between drug abuse
by students through intake of narcotic and their academic
performance.
This hypothesis was tested using Pearson’s Product
Moment Correlation test statistical technique. The results of
the analyses are presented in table 5
Results of the analysis in table 5 shows that the
calculated r-value of -0.60 is in absolute terms greater than
the critical r-value of 0.138 at 0.05 level of significance with
198 degrees of freedom. This means that, there is a
significant inverse relationship between drug abuse by
students through intake of narcotics and their academic
performance. That is, the more students are prone to drug
abuse through narcotics intake the less their academic
performance. Based on the result the null hypothesis is
rejected.
52
Table 5Pearson Product Moment Correlation Analysis of the
relationship between narcotics intake and students’ academic performance (N = 200)
Variables Σx
Σy
Σx2
Σy2Σxy r-cal
Narcotics intake (x) 1243 6803
9046
5-0.60*
Academic performance
(y)15955
137392
5
*Significant at 0.05, df = 198, critical r = 0.138
53
Hypothesis five
There is no significant relationship between drug abuse
by students through intake of stimulants and their academic
performance.
Pearson’s Product Moment Correlation coefficient
analysis test statistics was used in testing this hypothesis. The
results of the analyses are presented in table 6
Results of the analysis in table 6 shows that the
calculated r-value of -0.59 is in absolute terms greater than
the critical r-value of 0.138 at 0.05 level of significance with
198 degrees of freedom. This means that, there is a
significant inverse relationship between drug abuse by
students through intake of stimulants and their academic
performance. That is, the more students are prone to drug
abuse through intake of stimulants the less their academic
performance. Based on the result the null hypothesis is
rejected.
54
Table 6
Pearson Product Moment Correlation Analysis of the relationship between intake of stimulants and students’
academic performance (N = 200)Variables Σx
Σy
Σx2
Σy2Σxy r-cal
Stimulants intake (x) 1470 14452
10598
0-0.59*
Academic performance
(y)15955
137392
5
*Significant at 0.05, df = 198, critical r = 0.138
55
4.3 Summary of results
i) There is a significant inverse relationship between drug
abuse by students through intake of hallucinogen and their
academic performance.
ii) There is a significant inverse relationship between drug
abuse by students through alcohol consumption and their
academic performance.
iii) There is a significant inverse relationship between drug
abuse by students through cigarette smoking and their
academic performance.
iv) There is a significant inverse relationship between drug
abuse by students through intake of narcotics and their
academic performance.
v) There is a significant inverse relationship between drug
abuse by students through intake of stimulant and their
academic performance.
56
4.4 Discussion of findings
This section focuses on the discussion of findings that
emerged from the study. The discussion is presented
according to the hypothesis of the study.
The result of the first hypothesis revealed that there is a
significant inverse relationship between drug abuse by
students through the intake of hallucinogens and their
academic performance. The finding of this hypothesis is in line
with Chutterji (2006) who concluded that, intake of
hallucinogens in high school is associated with lower level of
educational attainment and further opined with an
appropriate conjecture that public policies that are effective in
reducing substance use during high school should have some
impact on educational attainment. Adolescent drug use
including marijuana is related to many negative outcomes in
both the short and long term. Even Hawkins et al (1992)
reported that low academic achievers are more likely to be
drug users.
57
The result of the second hypothesis indicates that there
a significant inverse relationship between drug abuse by
students through alcohol consumption and their academic
performance. The finding of this hypothesis is in line with the
conclusion of Idown (1992) who maintained that alcohol abuse
exposes the students to avoidable trauma, unprovoked
violence, road accidents involvement etc. when this happens
such students will not be able to take his/her academic
seriously and this has a negative effect on his/her academic
performance. Presley and Meliman (1997) reported that about
25% of students faced academic problems caused by alcohol
abuse such as earning lower grade, doing poorly in
examination and missing classes.
There is no doubt that alcohol use has a damaging effect
on academic performance. In fact, one national study showed
that at four-year institutions and college student with an “A”
average consume 3.3 drinks per week whereas students with
a “D” or “F” average consumes 90 drink per week.
58
The result of the third hypothesis revealed that, there is
a significant inverse relationship between drug abuse by
students through cigarette smoking and their academic
performance. The finding of this hypothesis is in agreement
with the finding of WHO (1986) that concluded that, students
who engaged in smoking often experience an early onset of
cough and shortness of breath, and are susceptible to life
threatening diseases such as cancer. In such a situation, the
students academic achievement may be affected as the
disease may lead to death or dropout of school.
Conclusively, abuse of this drug (Cigarette smoking) can
lead to sharp decline in academic performance, increase
report of truancy and expulsion from school. It brings about
the alteration in the chemistry of the brain of the abusers.
The result of the forth hypothesis revealed that, there is
a significant inverse relationship between drug abuse by
students through intake of narcotics and their academic
performance. The finding of this hypothesis is in line with the
59
findings of various researchers such as Frazer and Martins
(1961), Wilson and Linken (1969), Edwin and David (1990). A
student who takes cocaine before examination or class will
not remember what to write or performed badly in the class
because of the influence of cocaine.
The result of the fifth hypothesis revealed that, there is a
significant inverse relationship between drug abuse by
students through intake of stimulants and their academic
performance. The finding of this hypothesis in disagreement
with the findings of Goodman and Gilman (1975) who stated
that caffeine is a powerful stimulant to the central nervous
system and its main purpose, as desired by students is to
produce clear, rapid thought, and above all keep fatigue at
bay. Yet, according to Brown (1996), although caffeine is
proven to increase the production of adrenaline and may
speed up reaction time in simple arithmetic skills, it has been
proven to worsen performance in longer, more complicated
60
word problem. (Brown 1996) also believe that caffeinated
beverage are “think drink” and will ‘turn on’ their brains as it
increased their arousal and alertness and delays the onset of
sleep.
61
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter is concerned with the summary and
conclusion of the entire research work. The chapter is
therefore presented under the following sub-headings.
(i) Summary of the study
(ii) Conclusion
(iii) Recommendations
(iv) Suggestions for further studies
5.1Summary
The main purpose of this study was to investigate Drug
abuse and students’ academic performance in secondary
schools in Nsit Ibom Local Government Area of Akwa Ibom
State. To achieve the aim of this study, the following
hypotheses were formulated to direct the study.
62
i) There is no significant relationship between drug
abuse by students through intake of hallucinogens
and their academic performance.
ii) There is no significant relationship between drug
abuse and students through alcohol consumption and
their academic performance.
iii) There is no significant relationship between drug
abuse by students through cigarette smoking and
their academic performance
iv) There is no significant relationship between drug
abuse by students through intake of narcotics and
their academic performance
v) There is no significant relationship between drug
abuse by students through intake of stimulants and
their academic performance.
Literatures related to the variables under study were
reviewed accordingly. Survey research design was adopted
for the study. A total sample of two hundred and forty (240)
63
students were randomly selected for the study. The selection
was done through the simple random sampling technique.
This was to give every member of the population area equal
and independent opportunity to be selected for the study.
The questionnaire was the main instrument use for data
collection. The instrument was subject to face and content
validation by the supervisor. The reliability estimate of the
instrument was established through split half reliability
method.
To test the hypothesis to ascertain whether to reject or
return them, Pearson product moment correlation coefficient
analysis was employed. This statistical analysis techniques
was used because of the nature of the variables involved in
the hypotheses directing the study. The hypotheses were
tested at 0.05 level of significance. The results of the analysis
revealed that:
64
i) There is a significant inverse relationship between drug
abuse by student through intake of hallucinogens and
their academic performance.
ii) There is a significant inverse relationship between drug
abuse by students through alcohol consumption and
their academic performance.
iii) There is a significant inverse relationship between drug
abuse by students through cigarette smoking and their
academic performance.
iv) There is a significant inverse relationship between drug
abuse by students through intake of narcotics and their
academic performance.
v) There is a significant inverse relationship between drug
abuse by students through intake of stimulants and their
academic performance. Based on the results and
findings of the study recommendations and suggestions
for further studies were made.
65
5.2 Conclusion
Based on the results and findings of the study, the
following conclusion were made:
i) There is a significant inverse relationship between drug
abuse by student through intake of hallucinogens and
their academic performance.
ii) There is a significant inverse relationship between drug
abuse by students’ through alcohol consumption and
their academic performance.
iii) There is a significant inverse relationship between drug
abuse by students through cigarette smoking and their
academic performance.
iv) There is a significant inverse relationship between drug
abuse by students through intake of narcotics and their
academic performance.
v) There is a significant inverse relationship between drug
abuse by students through intake of stimulants and their
academic performance.
66
5.3 Recommendations
Based on the findings of the study and their implications
for the future progress of Nsit Ibom and the country as a
whole, the following recommendations were made:
i) Federal Government, states and Local Government
should adopt an approach for preventing drug abuse in
our secondary schools by improving the quality of
academic life and help fulfill the academic mission of
secondary schools.
ii) Public and private school administrators should target at
the vulnerable segment of our society, such as the older
children, adolescents and young adults. Such
educational measures should be carefully presented
through methods that avoid threats and dramatization.
iii) Parents and schools authorities should educate their
pupils on the need to stay away from destructive effects
of these drugs.
67
iv) Government should have a well defined comprehensive
and realistic policy on control of drugs. This policy
should include establishing policy on control of drugs.
This policy should include establishing a federal drug
control centre, under the auspices of the ministries of
health and internal affairs, which will collate information
on drug use and liaise with similar smaller units to be
based in each state.
5.4 Suggestion for further studies
Based on the limitations of the study, the following
suggestions were made for further studies:
i) Considering the significant contribution of the study, to
education industry and the society as a whole, a similar
study should be conducted to cover both private and
public secondary schools in Akwa Ibom state.
68
ii) Similar studies should be carried out in the universities
in other parts of the country, Nigeria, in order to prove
the consistency of the result in this study.
iii) Substance abuse, violence, mental health and students
academic success could be studied.
69
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World Health Organization (1986). Technical Report series Geneva: Chronicles.
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APPENDIX I
STUDENTS’ DRUG ABUSE QUESTIONNAIRE (SDAQ)
Dear respondent,
I am a final year student in Educational Foundations,
Guidance and Counselling Department, University of Calabar,
Calabar. I am carrying out a research titled “Drug Abuse and
Students Academic performance in Secondary Schools in Nsit
Ibom Local Government Area of Akwa Ibom State”.
Please read the questionnaire carefully and respond to
them honestly and sincerely, the information you provided will
be treated confidentially
SECTION A
Please put a tick (√) in the appropriate column.
(1) Sex: Male [ ] Female [ ]
(2) Age: 11-13 years [ ], 14 – 16 years [ ], 17 – 19
years [ ] 20 and above [ ].
Tick (√) as appropriate using the following key:
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SA = Strongly agree, A = Agree, D = Disagree, SD Strongly Disagree
S/N STATEMENTS SA A D SD
INTAKE OF HALLUCINOGENS
1. Each time I smoke marijuana I receive strength
2. I smoke marijuana all the time to make me feel belonging.
3. I have taken part in supplying drugs to my friends before.
4. If I don’t take drugs, I find it difficult to reason fast.
INTAKE OF ALCOHOL
5. I do my work better each time I take alcohol drinks.
6. Each time I drink beer I fell happy and normal.
7. I prefer drinking beer to soft drink
8. Each time I drink beer or spirit I become very bold,
CIGARETTES SMOKING
9. I like smoking cigarettes every day
10. Each time I smoke cigarettes I think very fast.
11. I cannot stay for half an hour without
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smoking cigarettes
12. Smoking is part and parcel of me
INTAKE OF NARCOTICS(Drugs that make me drowsy)
13. Intake of cocaine makes me feel very relevant.
14. Each time I feel very depress, I take cocaine.
15. Each time I take cocaine I do not remember my problems again
16. Intake of cocaine makes me feel happy during parties.INTAKE OF STIMULANTS
17. Each time I take a cup of coffee I can stay awake for a long time.
18. Stimulant intake makes me alert
19. I take drinks that contain caffeine to enable me get charged
20. Each time I take stimulants, I will have more strength to enjoy my partner.
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APPENDIX II
ACHIEVEMENT TEST
ENGLISH LANGUAGE
(1) Instead of alleviating his comfort, the drug seemed to ……. It
(A) Incite (B) Aggravate (C) Animate (D) Impel
(2) The Government has placed an …... on further recruitment of staff
(A) Order (B) Embargo (C) Injunction (D) Annulment
(3) How the HIV virus transferred from Monkey to man is more …. (A) Experiment (B) Detail (C) Discovery (D) Speculation
(4) Corruption is one social evil that must be form our society (A) Eradicated(B) Removed (C) withdrawn (D) Condemned
(5) When he lost his father, we all …. With him (A) Consoled (B) Mourned (C) Regretted (D)
Comforted
(6) The airport had a big tarmac and a wide …..(A) Runway (B) airstrip (C) Stretch(D)
Expressway
(7) That (A) Thin (B) Bathe (C) fat (D) thing
MATHEMATICS
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(1) Let U = {1,2,3,4}, P ={2,3} and Q = {2,4} what is {p∩Q}1
(A) {1, 2, 3} (B) {1,3,4} (C) {2,3} (D){1,3}
(2) Convert 77 to a number in base two (A) 10011012
(B) 1110012 (C) 1001102 (D) 10110012
(3) Simplify (16/18) ¼ (A) 8/2, (B) 1/3 (C) 4/9(D) 2/3
(4) Express 60500 in standard (A) 6.05 x 10-4(B) 6.05 x 104
(C) 605 x 103 (D) 6.05 x 105
The table below shows the frequency distribution of marls scored by a group of students in a class test use the information to answer questions 5 to 7
Marks 2 3 4 5 6
Frequency 2 4 5 3 1
(5) How many students took the test? (a) 13 (b) 14
(c) 15 (d) 18
(6) What is the modal score? (a) 2 (b) 3 (c) 4 (d) 5
(7) Find the mean score (a) 3.8 (b) 3 (c) 2 (d) 1
BIOLOGY
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1. Which of the following organs is specially adopted for gaseous exchange in aquatic organisms? (a) lungs (b) trachea (c) alveoli (d) gills
2. The maintenance of a constant internal environment by organisms known as (a) dialyses (b) dieresis
(c) osmosis (d) homeostasis
3. Which of the following is not a micro-element? (a) calcium (b) iron (c)nitrogen (d)Magnesium
4. Enzymes can be inactivated by certain chemical in the body called? (a) catalyst (b) inhibitors (c) substrates (d) activators
5. Major characteristics of vertebrates is the presence of (a) backbone (b) diaphragm (c) heterodont dentition
(d) homodont
6. During photosynthesis, energy from the sun is converted to …. energy (a) chemical (b) electrical (c) heat (d) kinetic