The Effects of Drug Abuse on Students’ Academic Performance in Alex Ekwueme Federal Univesity, Ndufu-alike, Ebonyi State (Ae-Funai)
Chapter One
Objectives of the Study
The objectives of this study are:
- To assess the extent to which drug abuse affects students’ academic performance at AE-FUNAI.
- To identify the types and prevalence of drugs abused by students at AE-FUNAI.
- To explore perceptions and attitudes among students and faculty regarding drug abuse on campus.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter delves into the existing literature on drug abuse among university students, focusing on its prevalence, impacts, and interventions. It aims to provide a comprehensive understanding of the subject matter to contextualize the current study within the broader academic discourse. A thorough literature review is essential for identifying existing research gaps, understanding the theoretical foundations, and situating the study within the existing body of knowledge. It offers insights into what has been studied and what remains unexplored, guiding the direction of the current research. The chapter is structured into several key sections: an introduction, a conceptual review covering seven relevant concepts, a theoretical framework discussing two pertinent theories, an empirical review of related studies, and a summary of the literature. This systematic approach ensures a comprehensive analysis and sets the stage for the subsequent chapters.
Conceptual Review
Drug Abuse
Drug abuse is a complex phenomenon that encompasses the use of substances in a manner that deviates from the medically prescribed or socially accepted norms. It involves the consumption of drugs to alter one’s mood, cognition, or behaviour, often leading to detrimental consequences for the individual and society (Okafor, 2020). The misuse of substances such as alcohol, cannabis, and prescription medications can result in significant health, social, and academic problems, particularly among university students, who are in a critical developmental stage.
At its core, drug abuse signifies a pattern of substance use that results in recurrent and significant adverse consequences. These may include failure to fulfil major role obligations at work, school, or home, legal issues, and persistent interpersonal problems (Fawa, 2023). The concept of drug abuse goes beyond mere use; it implies a level of consumption that causes physical, psychological, and social harm. This understanding is crucial for distinguishing between casual use, dependency, and abuse.
The World Health Organization (WHO) defines drug abuse as the harmful or hazardous use of psychoactive substances, including alcohol and illicit drugs (WHO, 2020). This definition underscores the health risks associated with drug abuse, such as the potential for developing substance use disorders, which are characterized by an array of cognitive, behavioural, and physiological symptoms indicating that the individual continues to use the substance despite significant substance-related problems. This framework is essential for identifying and addressing substance abuse in various contexts, including educational institutions.
In the academic setting, drug abuse among students is particularly concerning due to its impact on cognitive functions and academic performance. Research has shown that students who engage in substance abuse are more likely to experience difficulties with concentration, memory, and learning, which can negatively affect their academic achievements (Ajayi & Ekundayo, 2020). This association highlights the need for educational institutions to address substance abuse proactively through prevention and intervention programs.
CHAPTER THREE
METHODOLOGY
Research Design
This study employed a quantitative research design, focusing on the collection and analysis of numerical data to investigate the impact of drug abuse on academic performance among students at Alex Ekwueme Federal University Ndufu Alike Ikwo (AE-FUNAI). The survey method was chosen for its effectiveness in gathering data from a large population, which facilitates the generalizability of the findings (Saunders, Lewis, & Thornhill, 2019). By using structured questionnaires, the study aimed to quantify the prevalence and effects of drug abuse in a systematic manner.
Study Area
The study was conducted at AE-FUNAI, located in Ebonyi State, Nigeria. AE-FUNAI is a federal university with a diverse student population enrolled in various undergraduate and postgraduate programs. The university provides a comprehensive setting for investigating the prevalence and impact of drug abuse due to its diverse demographic and academic profiles.
Population of the Study
The target population for this study included all undergraduate and postgraduate students enrolled at AE-FUNAI during the specified academic year. The total population was estimated to be around 12,000 students. This broad population was chosen to capture a wide range of experiences and behaviours related to drug abuse and academic performance.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
Based on the comprehensive analysis conducted thus far, several key findings emerge regarding drug abuse among students at AE-FUNAI. These findings provide valuable insights into the prevalence, impact on academic performance, perceptions within the university community, and implications for policy and intervention strategies.
Firstly, the study reveals a significant prevalence of drug abuse among AE-FUNAI students. Substances such as alcohol, marijuana, and prescription drugs are commonly abused, reflecting broader societal trends. This prevalence underscores the need for targeted interventions aimed at raising awareness, providing support services, and implementing stringent policies to curb substance abuse within the university setting.
Secondly, there is clear evidence of a negative association between drug abuse and academic performance among students. Those engaged in substance abuse consistently exhibit lower academic achievement compared to their non-abusing peers. This finding highlights the critical impact of drug misuse on cognitive function, attendance, and overall educational outcomes. It emphasizes the urgency of developing multifaceted strategies that integrate academic support with substance abuse prevention and treatment initiatives.
Moreover, perceptions and attitudes towards drug abuse vary significantly between students and faculty members at AE-FUNAI. While students generally demonstrate higher awareness and concern about the issue, faculty members may require additional training and resources to effectively address drug-related challenges within the academic environment. Bridging these perception gaps and fostering a collaborative approach among stakeholders is crucial for developing comprehensive policies and supportive frameworks that promote student well-being and campus safety.
Furthermore, the study identifies several implications for policy and practice. It underscores the importance of implementing evidence-based interventions tailored to the specific needs and challenges faced by AE-FUNAI students. These interventions should encompass proactive measures such as educational campaigns, counseling services, and peer support networks aimed at preventing substance abuse, promoting mental health, and enhancing academic success.
Additionally, the findings emphasize the need for continuous monitoring and evaluation of intervention programs to assess their effectiveness and adapt strategies as necessary. Longitudinal studies are recommended to track the long-term impact of drug abuse prevention initiatives on student behaviour and academic outcomes. Such research is essential for informing evidence-based policy decisions and fostering a campus culture that prioritizes student health, safety, and academic achievement.
In summary, the findings from this study provide a comprehensive understanding of the complex dynamics surrounding drug abuse among AE-FUNAI students. They highlight the pervasive nature of substance misuse, its detrimental effects on academic performance, and the importance of collaborative efforts in addressing these challenges. Moving forward, sustained commitment from university leadership, faculty, and students alike will be essential in fostering a supportive environment that promotes holistic student development and educational excellence.
Conclusion
Based on the results of the hypotheses tested, it is evident that drug abuse significantly impacts various facets of student life at AE-FUNAI. The findings confirm a negative association between drug abuse and academic performance, emphasizing the detrimental effects on cognitive abilities, attendance, and overall educational outcomes. Moreover, the study underscores the diversity in perceptions regarding drug abuse between students and faculty members, highlighting the need for targeted educational interventions and policy frameworks to bridge these perception gaps effectively.
These conclusions suggest that addressing drug abuse at AE-FUNAI requires a multifaceted approach that integrates prevention, intervention, and support strategies tailored to the specific needs of the university community. By enhancing awareness, providing robust support services, and implementing evidence-based policies, AE-FUNAI can foster a safer and more conducive learning environment for its students. Moving forward, ongoing research and evaluation of intervention programs will be crucial in refining strategies and ensuring sustained efforts to mitigate the impact of drug abuse on student well-being and academic success.
Recommendations
Based on the findings and conclusions drawn from the study on drug abuse among students at AE-FUNAI, the following recommendations are proposed:
- Enhanced Educational Campaigns: Implement comprehensive and ongoing awareness programs targeting both students and faculty to increase understanding of the risks and consequences of drug abuse. These campaigns should emphasize early identification, prevention strategies, and available support services.
- Strengthened Support Services: Establish or expand counseling and support services tailored to students struggling with substance abuse. This includes accessible counseling sessions, peer support groups, and rehabilitation programs within the university health services framework.
- Policy Development and Enforcement: Develop and enforce clear policies on drug use and abuse within the campus community. Policies should include guidelines on disciplinary measures, rehabilitation opportunities, and collaboration with law enforcement where necessary to maintain a safe learning environment.
- Integration of Drug Education into Curriculum: Integrate drug education into the academic curriculum across disciplines. This ensures that students receive consistent information about the dangers of drug abuse and encourages critical thinking and decision-making skills related to substance use.
- Collaboration with External Agencies: Forge partnerships with local health agencies, law enforcement, and community organizations to enhance prevention efforts and provide additional resources for students in need of specialized care.
- Longitudinal Research and Evaluation: Conduct longitudinal studies to monitor the effectiveness of interventions and policies implemented. Regular evaluation will help identify trends, measure impact, and adjust strategies accordingly to ensure sustained support and improvement in addressing drug abuse issues at AE-FUNAI.
Contribution to Knowledge
This study significantly contributes to the existing body of knowledge on drug abuse among university students, particularly focusing on AE-FUNAI. By investigating the prevalence, types of substances abused, and their impact on academic performance, this research provides empirical evidence that adds depth to the understanding of substance abuse issues in higher education settings.
The findings highlight the nuanced relationship between drug abuse and academic performance, shedding light on the substantial negative effects observed among students at AE-FUNAI. This contribution underscores the importance of addressing substance abuse as a critical factor influencing educational outcomes.
Moreover, this study enriches the literature by exploring perceptions and attitudes towards drug abuse among both students and faculty members. It reveals significant differences in these perspectives, emphasizing the need for targeted interventions and educational campaigns tailored to diverse stakeholder groups within the university community.
Additionally, the methodological approach employed, including the use of surveys and statistical analysis such as one-sample t-tests, contributes to methodological rigor in studying substance abuse within educational contexts. This methodological contribution enhances the reliability and validity of the findings, offering a template for future research endeavors in similar settings.
Furthermore, the recommendations formulated based on the study’s findings contribute practical insights for university administrators and policymakers. These recommendations aim to mitigate the adverse effects of drug abuse on academic performance and foster a supportive environment conducive to student well-being and success.
References
- Adelekan, M. (2019). Rapid Situation Assessment of the Drug Situation at Ehin – Etiri, Ijebu.
- Ajayi, I. A., & Ekundayo, H. T. (2020). Contemporary issues in educational management. Lagos, Nigeria: Chikere.
- Beiske, B. (2017). Research methods: Uses and limitations of questionnaires, interviews and case studies. GRIN Verlag.
- Bell, E. (2022). Business research methods. Oxford University Press.
- Bell, E., Bryman, A., & Harley, B. (2019). Business research methods (5th ed.). Oxford University Press.
- Bernard, H. R., & Ryan, G. W. (2019). Analyzing qualitative data: Systematic approaches. SAGE publications.
- Charan, J., & Biswas, T. (2019). How to calculate sample size for different study designs in medical research? Indian Journal of Psychological Medicine, 35(2), 121–126. doi: 10.4103/0253-7176.116232. [PMC free article] [PubMed] [CrossRef] [Google Scholar]
- Charmaz, K. (2016). Constructing grounded theory: A practical guide through qualitative analysis. Sage Publications.
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed method approaches (5th ed.). SAGE.
- Denise, W. (2020). The difference of negative and positive peer pressure. Parentingteens.about.com/od/peer pressure/a/handlepeer.htm
- Dewan, S. E. (2022). The relationship between drug abuse and truancy among secondary school students. Inter-World Journal of Management and Development Studies, 1(1), 57-65.
