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 JOSEPH

06/28033

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.
 ii

DECEMBER, 2010.
 iii

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 Ubi

Project Supervisor

Date:…………………………………….
 iv

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.
 v

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

 vi

Elijah 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.

 vii

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
 viii

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.
 ix

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
 x

TABLE OF CONTENTS

TITLE PAGE - - - - i
CERTIFICATION - - - - ii
DEDICATION - - - - iii
ACKNOWLEDGMENTS - - - iv
ABSTRACT - - - - vi
LIST OF TABLES - - - - viii
TABLE OF CONTENTS - - - ix
CHAPTER ONE: INTRODUCTION

1.1 Background to the study - - - 1

1.2 Theoretical framework - - - 5
1.3 Statement of the problem - - - 7
1.4 Purpose of the study - - - 9
1.5 Research questions - - - 10
1.6 Statement of hypotheses - - - 11
1.7 Significant of the study - - - 12
1.8 Research assumptions - - - 13
1.9 Scope of the study - - - 14
1.10 Limitation of the study - - - 15
1.11Definition of terms - - - 15
CHAPTER 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
 xi

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

 xii

4.4 Discussion of findings - - - 58

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

 8

also 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

 9

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:

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

 10

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?

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.
 11

1.6 Hypotheses

The above research questions were converted into the

following hypotheses.

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.

 12

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

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
 13

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

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.

 14

 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

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

 15

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

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.

 16

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.

 17

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.

 18

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

 19

drug related offences led to the birth of National Drug Law

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

 20

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.

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

 21

(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.

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.
 22

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

(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.

 23

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,

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

 24

(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

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

 25

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

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

 26

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

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

 27

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.

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

 28

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

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,

 29

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.

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.

 30

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

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

 31

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.

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

 32

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.
 33

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.

 34

3.2 Area 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.

 35

3.3 Population 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.

3.4 Sampling 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
 36

and then draw six paper balls. The names of schools drawn

represented the required schools to conduct the study.

3.5 The 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.

3.6 Instrumentation

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.

 37

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

 38

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,

3.7 Administration 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

 39

questionnaires were all carefully returned from the sampled

schools.

3.8 Data 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
 40

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.

 41

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
 42

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

 43

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

 44

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.

 45

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

+
 46

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

 47

hallucinogens the less their academic performance. Based on

the result the null hypothesis is rejected.

 48

Table 2

Pearson Product Moment Correlation Analysis of the

relationship between intake of hallucinogens and students’
academic performance (N = 200)
Variables Σx Σx2
Σxy r-cal
Σy Σy2
Hallucinogens intake (x) 1203 9247
88055 -0.56*
Academic performance
15955 1373925
(y)
*Significant at 0.05, df = 198, critical r = 0.138
 49

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.
 50

Table 3

Pearson Product Moment Correlation Analysis of the

relationship between intake of alcohol consumption and
students’ academic performance (N = 200)
Variables Σx Σx2
Σxy r-cal
Σy Σy2
Alcohol consumption
1501 15331
(x)
106490 -0.65*
Academic performance
15955 1373925
(y)
*Significant at 0.05, df = 198, critical r = 0.138
 51

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.
 52

Table 4
Pearson Product Moment Correlation Analysis of the
relationship between cigarette smoking and students’
academic performance (N = 200)

Variables Σx Σx2
Σxy r-cal
Σy Σy2
Cigarette smoking (x) 1304 11306
92750 -0.67*
Academic performance
15955 1373925
(y)
*Significant at 0.05, df = 198, critical r = 0.138
 53

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.
 54

Table 5
Pearson Product Moment Correlation Analysis of the
relationship between narcotics intake and students’ academic
performance (N = 200)
Variables Σx Σx2
Σxy r-cal
Σy Σy2
Narcotics intake (x) 1243 6803
90465 -0.60*
Academic performance
15955 1373925
(y)
*Significant at 0.05, df = 198, critical r = 0.138
 55

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.
 56

Table 6

Pearson Product Moment Correlation Analysis of the

relationship between intake of stimulants and students’
academic performance (N = 200)
Variables Σx Σx2
Σxy r-cal
Σy Σy2
Stimulants intake (x) 1470 14452
105980 -0.59*
Academic performance
15955 1373925
(y)
*Significant at 0.05, df = 198, critical r = 0.138
 57

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.
 58

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.

 59

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.

 60

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

 61

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

 62

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.
 63

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

5.1 Summary

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.

 64

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)
 65

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:
 66

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.

 67

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.

 68

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.

 69

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.
 70

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.

 71

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(1996). Alcohol and drugs on American College
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 75

Rimm, D. & Somervil, J. W. (1977) Abnormal Psychology.

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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 [ ]

 77

(2) Age: 11-13 years [ ], 14 – 16 years [ ], 17 –

19 years [ ] 20 and above [ ].

Tick (√) as appropriate using the following key:

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

 78

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

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
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(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

(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
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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

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
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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