CHAPTER ONE

INTRODUCTION

Background to the Study

Drug is a substance used for medical purposes that change the function of the body. Carroll

cited in Attah, Baba and Audu (2016) sees drug as any substance which upon entering the

body changes the body function and structure. A drug refers to a substance that could bring

about a change in the biological function through its chemical actions (Okoye cited in Amadi

and Akpelu, 2018). It is also considered as a substance that modifies perceptions, cognition,

mood, behaviour and general body functions (Balogun, 2006). This could thus be considered

as chemical modifiers of the living tissues that could bring about psychological and

behavioural changes (Nnachi, 2007).

Drug use has become prevalent today than any other time in Nigeria. Youths are using drugs

which modify their mental, emotional and behavioral functioning. It is obvious that in

learning institutions, drug use may make students to have poor concentration in class, high

rate of absenteeism and failure in exams leading to poor academic performance. Drugs

stimulate the nervous system of an individual to behave in abnormal and extra ordinary

manner, leading such individual to loose his sense of being. The health implication is that the

individual is acting on the influence of a cultivating factor such as tobacco, cocaine etc. One

of the most common consequences of drug use is keeping up with academic responsibilities.

According to, National Institute on Alcohol and Alcoholism (2005) in United State of

America about 25% of students, experience difficulty in academics due to drug use. Such

difficulties include earning low grades, doing poorly on test, missing class and falling behind

in academic performance. Even students who don’t use drugs may suffer academically as a

result of their peers taking drugs. The so called secondary effects of drugs include taking care

1
of friends on drugs and being victims of assault, which can affect school work of students

who don’t use drug. These consequences can have dramatic end results. In Kenya, some

school administrations report that significant number of students who drop out of school do

so because drugs interfere with their academics (Kavutha and Egerton, 2015).

Drug use undermines academic mission of schools, colleges and universities. As a person

continues to use drugs, the brain adapts by reducing the ability of cells in the reward circuit to

respond to it (National Institute of Drug Abuse, 2018). This reduces the high that the person

feels compared to the high they felt when first taking the drug—an effect known as tolerance.

They might take more of the drug to try and achieve the same high. These brain adaptations

often lead to the person becoming less and less able to derive pleasure from other things they

once enjoyed, like food, sex, or social activities. Drug use and its effect on students’

performance can lead to a decline in the overall academic performance of a school as a result

schools may face declining retention rates and poor reputation. Schools with reputation of

‘drug use’ may attract students who engage in high-risk behaviors and may discourage

prospective students who are looking for an academically vigorous institution (Kavutha and

Egerton, 2015).

Historically, use of drugs can be traced back to pre-colonial days when alcohol and other

drugs were used and consumed as part of traditions of the communities. The communities

had virtues and values that strictly guided the use of drugs (Kavutha and Egerton, 2015).

Generally, consumption of alcohol, tobacco and other drugs was a privilege of the elders,

more often than not male elders. The actual existence of drug use as a social problem was

rare because of strong social structures. The low levels or non-existence of drug use was

sustained as a result of strong kinship ties that ran through different social institutions.

Traditions and taboos were upheld to discourage the misuse of drugs. However, drug misuse

by students has hampered education and management in Nigerian universities. This is

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because students use drugs for other things rather than its health prescription, thus, drugs are

being abused by students and some get addicted to the abuse.

Drug abuse entails the taking of drugs or a deliberate use of drugs for purposes other than its

intended purpose without the supervision of a physician or a medical practitioner while drug

addiction is the continuous uncontrolled, compulsive use of a drug not only to include

intoxication but also to avoid the tortures of withdrawal (Attah, Baba and Audu, 2016).

Majority of the Nigerian youths ignorantly or deliberately depend on one form of drug or the

other for their various daily activities–social, educational, political, and morale among others.

Such drugs include Tobacco, Indian hemp, cocaine, morphine, Heroine, Alcohol, ephedrine,

Caffeine, Glue, Barbiturates, and Amphetamines. Other drugs abused may include, Panadol,

Benilyn, tramadol, ‘Burukutu', or local beer, cigarette, solution, and beer (Moses, Augustina

and Rahama, 2018). Drug abuse has some social, economic, psychological, cultural, physical,

moral, and health consequences that may lead to poverty, disability, maladjustment or death

of the abusers.

The consequences of drug abuse, as stated by Ajayi and Ekundayo (2010), aid crime rates,

cultism, mental illness, low self-esteem and self-respect, injuries to one’s health, and

becoming a social outcast and bringing shame to their kin. The consequence of chewing kola

nut - taking bland coffee and other substances that enhance one to stay awake at night - could

lead to addiction and abuse which may result in negative health implications and adversely

affect performance in examination contrary to the expectation of the students (Ojikutu, 2010).

Academic performance however is the outcome of education, the extent to which a student,

teacher or institution has achieved their educational goals. Academic performance is

commonly measured by examination or continuous assessment but there is no general

agreement on how it is best tested or which aspects are most important, procedural

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knowledge such as skills or declarative knowledge such as facts (Attah, Baba and Audu,

2016). The academic performance of students is greatly affected by drug abuse and addiction.

Drug abuse has gone a long way to create several health problems and dangers in our

societies. Such health problems include mental illness, cancer of the lungs, school drop-outs,

juvenile delinquency, and delirious behaviors, etc. the alarming rate of mental illness in our

society/streets today whereby drug addiction is a major predisposing factor becomes a

concern. No wonder, conclusion has been drawn to the fact that the factors leading to the

victims' exposure are quite common, this includes the consumption of dangerous drugs

during cultural and other festivities either at schools or homes, during sports or athletic

competitions among students, as these students exposed themselves to practicing drug abuse.

Students' involvement in cultism cannot be undermined as some put up some irrational acts.

Odejide (2014) observed that the reasons advanced by the students for taking drug are: to feel

on top like adults, to feel good, to get excited, to be like friends and to be like stars. The

abuse of these drugs which leads to addiction among these students gradually progresses to

affect their academic performance and cause a host of evil happenings on the campus and in

our society, such as incessant occurrence of road traffic accidents as a result of effects of

these substances in fact some students breakdown during examinations leading to failure and

eventual drop-outs, some become rude and arrogant to lecturers and parents and occasionally

causing riots and chaos on the campuses while some grow up to become criminal in the

society leading them into prison-yards.

It is pertinent to note that the future of any nation or society depends largely on the quality of

her youths. It is therefore highly regrettable that our youths are exposed to the dangers

inherent in drug abuse in their formative years. Drug abuse is a matter of grave consideration

or attention to educational stakeholders and other professionals in various disciplines. Drug

abuse is a local, national and international sensitive challenge that needs urgent attention due

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to the alarming rate of involvement of youths. Moreover, advanced brain scan imaging has

proven that the human brain is not fully developed at puberty as previously thought with

maturation occurring as late as 24 years of age. While each drug produces different physical

effects, all abused substances share one thing in common: repeated use can alter the way the

brain looks and functions (Recovery First Treatment Centre, 2012). Thus, common effects of

drug use on the brain that impact academic learning includes difficulty concentrating,

inability to process information and problems with working memory.

Most intuitively, drug consumption may have some detrimental effects on pupils’ cognitive

abilities, for instance, by decreasing their ability to concentrate. Concerning the indirect

channels, drug consumption may for instance be responsible for shifting individuals’

resources away from schooling. Additionally, it may undermine students’ progress by making

them less likely to attend classes or keep up with their studies. It is on this, that the Nigerian

National Drug Law Enforcement Agency (NDLEA) has stated that substance abuse is a

major problem in schools, colleges and universities in Nigeria (NDLEA, 2013). Many of

these students’ behaviors are heavily tied to the peer culture, as students learn from and

imitate the peers they like and admire. Wanting to be attractive to others becomes very

important in young age, and this factor is significant in the development of eating disorders,

alcohol consumption, tobacco and drug use, tanning, not practicing safe sex, and vulnerability

to injury, among other behaviour. These young persons who get involved in such risky

behaviour often have high levels of conflict with their parents and poor self-control,

suggesting that they engage in such behaviour to manage a stressful life. Thus, students who

abused substances typically do more poorly in academic.

Statement of the Problem

The alarming rate of drugs use and undue irrational behaviour of students have prompted the

researchers to carry out this study on drug use and academic performance of students in Niger

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Delta University, Bayelsa State, Nigeria. The existence and extent of drug use has been

identified as one of the greatest problems in learning institutions (Otieno and Ofulla, 2009;

Akanbi, Godwin, Anyio, Muritala and Ajiboye 2015) . This affects various aspects of

learning such as student’s discipline and interest in learning hence affecting academic

performance.

Due to the rapid development, drug use has become common among students in campus and

is even affecting their performances in class. Despite the worldwide concern and education

about the dangers of drug abuse, most of the students have limited knowledge of how

dangerous the habit is (Ngesu cited in Kavutha and Egerton, 2015). Many students have

dropped out of school and others opted to engage in criminal activities thus endangering the

lives of the people living in Amassoma community and nearby communities Bayelsa State.

The young generation no longer has role models since most of the young Adults are

unemployed and under the influence of these drugs. Despite the unrelenting effort and

heightened campaigns of the individuals, agencies, mass media and the government at

different levels against drug use, the prevalent practice among Post-Primary school students,

Tertiary Institution, teenagers and even adults in the community has not decreased but rather

continued to increase geometrically.

It is quite obvious that youths not only in the studied area but Nigeria at large like many other

countries of the world are developing addiction to psychoactive substances. Drug abuse has

gone a long way to create several health problems and dangers in our societies. Such health

problems include mental illness, cancer of the lungs, school drop-outs, and juvenile

delinquency. In fact, the problem of drug abuse is a matter of grave concern to educational

stakeholders, medical practitioners, sociologists, religious leaders, counselors and parents. It

is a national and international sensitive challenge that needs urgent attention due to the

alarming rate of involvement of the youth.

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In Niger Delta University, consumption of drugs on campus is very common; student take

these drugs to give them boldness to chase the opposite sex which most of them cannot

ordinarily do without the use of some drugs, the timid types purposely take some drugs

especially during social gathering to enable them feel on top, others take them as a means of

feeling relax. It is speculated that students’ academic performance becomes affected when

they start using drugs which have negative effects on academic performance such as missing

class, failure in exams, negative attitude to school and waves of school unrest. It is against

this background that this study sought to investigate relationship between drug use and

academic performance of Niger Delta University students.

Purpose of the Study

The main purpose of the study is to explore drug use on educational performance of

undergraduate students in Niger Delta University.

The specific objectives aimed are:

1. to identify the various drugs used by students;

2. to know the perception of students on the academic performance of students using

drugs in Niger Delta University;

3. to explore the effects of drug use and students discipline in Niger Delta University;

4. to explore drug use and its effect on students learning interest in Niger Delta

University.

Research Questions

The study will be guided by the following research questions:

1. What are the various types of drugs used by students in Niger Delta University?

2. What are the perceptions of students on the academic performance of students using

drugs in Niger Delta University?

3. How does drug use affect students discipline in Niger Delta University?

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 4. How does drug use affect students learning interest in Niger Delta University

Research Hypotheses

HO1: There is no significant relationship between drug use and academic performance of

Niger Delta University students

HO2: There is no significant relationship between drug use and students’ discipline in Niger

Delta University

HO3: There is no significant relationship between drug use and students’ learning interest in

Niger Delta University.

Significance of the Study

The findings of the study will be useful to the Community, Institutions of higher learning and

the Government at large. The study will reveal the influence of major drugs on students’

academic performance. There are many parents and lecturers with questions as to why their

students don’t perform as expected, the government is also looking for explanations as to

why the youth are not innovative and as to why most of them drop out of school (Moses,

Augustina and Rahama, 2018). Niger Delta University, like many other universities and

institutions with youthful gathering, is faced with the social problem of high rates of drug

use. To make matters worse, the percentage of drug users who abuse drugs in the population

increases yearly despite the efforts to eradicate the problem. Failure to solve this problem not

only threatens the life of individuals, but also the economic and social development of the

country as a whole. The current study is useful in contributing to the general body of

knowledge in this area. Beyond that, however, it also explores the potential of university as

well as other schools to curb the drug problem.

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Also, the study should help to make university community as well as students aware of the

factors hindering the effectiveness of the approaches which attempt to curb extent of

consistence drug use and, where possible, create opportunities to eradicate the problem. The

proposed programme would be useful in educating all youths and adults in Niger Delta

University on the risks of drug consumption. Thus, this study would play an important role in

reducing, or even preventing high rates of drug use and abuse. Based on the findings,

recommendations will be made. If followed, these recommendations would be useful the

concerned bodies in curbing drug use in schools through improving existing educational

programmes, and striving to develop ones that are even more efficient.

The findings may also help the Ministry of Education and school administrators in the

development of strategies for students’ behaviour management in schools. Students may be

helped by the findings of the study by being made aware of effects of drug use on academic

performance and hence be more cautious and instead concentrate on studies. The study

findings might help curriculum developers in formulating and incorporating psycho-

education programs in universities. The findings may also be useful to university

management to come up with drug policies and put in place suggested counselling

interventions.

Apart from proposing more effective preventive measures in relation to incessant drug use,

the study will also provide a background for other studies in its prevention. This would help

in promoting a drug-free school environment and better academic performance, thus

improving the standards of education in the county. In the absence of specific policies on

substance abuse in schools this study will make important recommendations on the way

forward.

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Delimitation/Scope of the Study

The content of the study is delimited to drug use and academic performance of students. The

study intends to investigate the influence of drug use on the academic performance of

students.

The geographical scope of the study is Niger Delta University, Wilberforce Island, Bayelsa

State of the Niger Delta Region (South-South Nigeria). The study targeted Niger Delta

University undergraduate students from 300level and above. This was because they have

been in the schools for a longer period of time hence, they had knowledge on drug use to

enhance the main purpose of the study.

Basic Assumptions in the Study

The study will be guided by the following assumptions:

i. Drug use was perceived to have negative consequences on student academic

performance in Niger Delta University

ii. Students would give honest responses and not socially accepted responses.

iii. Only willing students would participate in the study.

iv. Results will be generated based on actual findings from the instrument of study.

Operational Definition of Terms

To avoid any technical uncertainty the terms used in this study are:

Drug: a medicine or other substance which has a physiological effect when ingested or

otherwise introduced into the body

Drug Use: the process of ingesting a medicine or other substance which has a physiological

effect when ingested or otherwise introduced into the body

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Drug Abuse: refers to the use of certain chemicals usually medicine or other substance for

the purpose of creating pleasurable effects on the brain instead of its prescribed medical

effect. It comes into play when the purpose of drug use is violated.

Drug Addiction: This is the act of one not be able to control the legal or illegal intake of

drugs.

Academic Performance: this refers to the extent to which a student, can achieve his/her

short or long-term educational goals.

CHAPTER TWO

REVIEW OF RELATED LITERATURES

This chapter of the research work focused on the following sub-headings

Theoretical Framework

The Concept of the Independent Variable (Drug Use)

The Concept of Dependent Variable (Educational Performance)

Review of Related Empirical Studies

Summary of Review of Related Literature

Theoretical Framework

The study was based on two theories: reality therapy and social cognitive theory both

theories’ focus is on action and subsequent consequences.

Reality Therapy

Reality therapy rests on the central idea that we choose our behaviour and we are therefore

responsible not only for what we are doing but also for how we think and feel. The approach

place confidence in the client’s ability to deal with his/her needs through a realistic or rational

11
process. From a reality therapy standpoint, counseling is simply a special kind of training that

attempt to teach an individual what he/she should have learned during normal growth in a

rather short period of time. According to, Glasser (1981) reality therapy is applicable to

individuals with behavioral and emotional problems.

Reality therapy works well with alcohol and drug related problems. It has been widely used

in schools, correctional institutions, mental hospitals, general hospitals and business

management. It focuses on the person and on getting people to understand that they choose

essentially all their actions in an attempt to fulfil their basic needs. When they are unable to

do this, they suffer or cause others to suffer. The therapist’s task is to guide the individual

towards better or more responsible choices that are always available getting a commitment to

plan for change. The goals of reality therapy emphasizes on meeting needs by taking control

over choices in life. The clients are helped in assessing their total behaviors and their needs

and developing ways to meet them (Kavutha and Egerton, 2015). Reality therapy has been

used as treatment of drug use.

Application of the Reality Therapy

The implication of this theory is that drug users can be trained to make responsible decisions

and recognize responsible choices. They can learn to observe the outcome of good choices

and consequences of poor choices. They can thus be helped to acquire critical thinking skills

that help them consider and understand long term consequences. The theory is used because

it focuses on present avoiding discussing on the past. It also focuses on what counselee can

directly act and think and spent less time on what they cannot do directly. It is non-

judgmental and non-coercive it encourages people to judge their choices – it is solution based

theory.

Social Cognitive Theory

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The theory agrees with the idea that drug use represents a learned habit and can be changed

by applying learning theory principles. Social cognitive theory deals with cognitive and

emotional aspects of behavior. It describes learning in terms of behavioral, environmental and

personal factors, Bandura (1997). Social cognitive theory explains how people acquire and

maintain certain behaviour patterns, Bandura (1997). Behavior change depends on factors

such as environment, personal and behavioral factors which are responsible for human action.

According to, Bandura 2001 social cognitive theory asserted that an individual’s behavior is

uniquely determined by three factors, namely, cognitive, environment and personal factors.

The theory emphasizes that one’s cognitive the mind is an active force that constructs one’s

reality and what we are like as people, Bandura (2001). Environmental factors can affect an

individual behaviour. This can either be social or physical environment. Social environment

may include modeling from friends, family or colleagues (Kavutha and Egerton, 2015). A

person may model from these people who use drugs. A physical environment may provide

framework for understanding behaviors, (Parraga, 1990). A person may observe others and

learn their behaviors and reinforce the behavior, for example, the use of drugs. This situation

may refer to cognitive or mental representation of the environment that may affect person’s

behaviour. For example, in an environment (school) where no one will ask (a student) where

or what they are doing (behaviour) at any particular time drugs can then be used without any

one asking them. Personal factors mean that humans have the capacity to exercise control

over their own lives. Bandura (2001) believes that people are self regulating, proactive, self-

reflective, self organizing and have power to influence their own actions to produce desired

consequences. This applies to drug use where an individual can use their cognitive processes

as a point of reference to either use drug or face the consequences and thus self-direction or

self regulation. Behaviour that is learned through social cognitive learning can be eliminated

such as drug use through acquiring new functional behavior.

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Application of the Social Cognitive Theory

Social cognitive theory is an insight theory that emphasizes recognizing and changing

negative thoughts and maladaptive beliefs, and this implies to drug users. They can be

assisted not to set back on personal inadequacies and draw negative conclusions about their

worth as a person. The theory was used because it assumes that university students who are in

their adolescent stage acquire believes about drug use from role models, friends and parents.

From this perspective the theory can be used to provide students with positive role models

and teach them refusal skills.

The Concept of the Independent Variable (Drug Use)

Drug is a substance used for medical purposes that change the function of the body. Carroll in

Attah, Baba and Audu (2016) sees drug as any substance which upon entering the body

changes the body function and structure. A drug refers to a substance that could bring about a

change in the biological function through its chemical actions (Okoye cited in Amadi and

Akpelu, 2018). It is also considered as a substance that modifies perceptions, cognition,

mood, behaviour and general body functions (Balogun, 2006). Drug abuse is the substance

abuse or disorder that is characterized by a destructive pattern of using a substance that leads

to significant problem or distress Attah, Baba and Audu (2016). Coleman (2010) sees drug

abuse as the scenario when drug is taken more than it is prescribed. It could also be seen as

the use of illicit drugs, or the abuse of prescription or over – the – counter drugs.

The nature of drug use

If we are to understand why and how people use drugs, we need to look at three key factors.

These are:

 Your personality

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  The type of drug you take, and

 The context of your drug use

These factors are connected and can’t be separated. They influence your reasons for using a

drug and the effects it will have on you. We need to understand that there are different levels

of drug use with different types of problems.

You can move between the different levels, for example if you start using more heavily, but

you can also stop taking drugs and then start the cycle again. While you may think that drug

use will always lead to drug abuse, this is not always the case. Drug use is not the same as

drug abuse.

Stages of drug use

Experimental use

Most young people try drugs for the first time as an experiment, usually because their friends

are doing it. It tends not to last long and will not happen often. It depends on many factors

such as: how easy it is to get drugs, where it’s happening, your group of friends, and current

trends or fashion. You may go on to recreational drug use or you may stop once you have

satisfied your curiosity. The main risk of this type of drug use is that young people may not

know about the effects of the drugs they try.

Recreational drug use

Some people continue to use drugs in order to have fun. This is usually a regular thing, such

as every weekend, and is part of your social life. You may feel that you have control over

your use of drugs. Even if you use a lot, you may not be addicted to the drug. This type of

15
drug use only applies to certain drugs and contexts, for example ecstasy and dance culture.

Most people who take recreational drugs see it as a ‘normal’ activity in their social circle.

Dependent drug use

If you use drugs for a long time or use them heavily, you may no longer be able to control

your use. This is called dependence or addiction and may be physical or psychological.

Physical dependence means that your body craves the drug. Psychological dependence is

when you feel that you can’t cope without it. This level of drug use usually happens on your

own or in a small group. As well as making you sick, it often causes emotional, psychological

and social problems.

Abstainers

An abstainer is someone who does not take any drugs or someone who has been off drugs for

a long time and does not want to use them again.

Drug Addiction

Addiction is a chronic disease characterized by drug seeking and use that is compulsive, or

difficult to control, despite harmful consequences. The initial decision to take drugs is

voluntary for most people, but repeated drug use can lead to brain changes that challenge an

addicted person’s self-control and interfere with their ability to resist intense urges to take

drugs. These brain changes can be persistent, which is why drug addiction is considered a

"relapsing" disease—people in recovery from drug use disorders are at increased risk for

returning to drug use even after years of not taking the drug.

It's common for a person to relapse, but relapse doesn't mean that treatment doesn’t work. As

with other chronic health conditions, treatment should be ongoing and should be adjusted

16
based on how the patient responds. Treatment plans need to be reviewed often and modified

to fit the patient’s changing needs.

Causes of Drug Abuse and Addiction

Drug abuse and addiction have no single cause. However, American psychiatric association

(2000) observed that there are number of causes such as;

I. Biological factor: most substance abuse professionals recognize a genetic to the

risk of drug addiction.

II. Psychological factor: this includes mood disorder, depression, anxiety, and

personality disorder.

III. Social factor: this include gender, marital status, Lower Socio-Economic status

More so, Atah and Akus (2009) identified two primary causes of drug abuse and addiction

such as: peer pressure and depression.

I. Pressure group: youths associates with different types of people otherwise known

as friends. Through the pressure from these friends children tend to have a taste of

these drugs and once this is done, they continue to take it and become addicted to

it at the long run.

II. Depression: another primary cause of drug abuse and addiction is depression,

when certain things happen to someone that is considered very sad and

disheartening, the person started thinking of the best way to become happy once

more hence the use of hard drugs will come in, this later on turns to a habit, hence

drug abuse.

Another major cause of drug abuse is said to be the rate of unemployment among the youth.

Furthermore, drugs can be said to be abused when youths do not keep to the prescribed

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dosage and the continued use of particular drug for long time without doctor’s approval. This

kind of abuse is associated with soft drugs. Other factors according to Ballas (2006) include

the following; curiosity, social rebellions, early initiation, poor control, low self-esteem, poor

stress management, to escape reality, genetic predisposition, withdrawal effects and craving,

sensation felling.

The Concept of Dependent Variable (Educational Performance)

Education is the harmonious development of the physical, mental, moral (spiritual), and

social faculties of individuals, for a life of dedicated service. It is a tool that enables citizens

to make all rounded participation in the development process. The participation of females in

socio-economic development programs also depends on their educational backgrounds.

Educating girls and women is critical not merely to achieve personal benefits but also for the

improvement in the areas of human resource development of the society (Wudie and Philipos,

2014)

The importance of education in an individual cannot be over emphasized. Education has a

long lasting impact on one’s life. The acquisition of knowledge and skills and all other things

that is worthwhile which are transmitted to a person through formal and informal education

determines his/her potential in future. At the end of every instructional period in school

comes examination.

Educational performance refers to the outcome of teaching and learning acquired by

individuals, more especially by students. It is commonly measured by examination, test, or

assessment. To achieve is to gain by doing something successful with an effort or skill. It is

believed that educational performance concerns mental health. Performance involves the

individuals’ physical and intellectual skills, which lead to satisfactory means of adjustment,

18
social sensitivity, and adequate self-concept. Educational performance is based on the degree

of intellectual simulation that the child could receive from learning situations.

Influence of Drug Use on Student’s Academic Performance

Good educational performance calls for a healthy mind and body. It is important therefore

that the brain be in good working condition all the time. Drugs especially addictive ones

affect the brain and nervous system as a whole. Drugs make the dopamine system to be

inhibited. Dopamine leads to reduced attention, alertness and learning (Kavutha and Egerton,

2015). A permanent effect in learning abilities of the user is common for those who start

using drugs at adolescent stage. Use of drugs causes some areas of the brain not to develop

properly leading to learning disabilities. Continued use of drugs leads to loss of memory and

judgment. Drinkers remember 10% less of what they have studied than the others. According

to, Holister cited in Kavutha and Egerton, (2015) Bhang interferes with learning by impairing

thinking, reading, and comprehension, verbal and Mathematic skills. It also leads to shrinking

of the brain and permanent loss of information and knowledge.

Drugs lead to failure to do assignments due to laziness, low productivity, and inability to

work effectively which lower student educational performance. Many drug users are forgetful

and can hardly concentrate; it can also lead to loss of short term memory. When drug users

take exams their performance is average or below average because they do not remember

what they have learned when they were drunk. According to Wechsler in Kavutha and

Egerton, (2015) drug use contributes to students missing class, failing in test and dropping

out of school due to poor grades. Drug use may impair memory by slowing down the

coordination of information and may reduce student’s ability to remember information that

was learned prior to using drugs. A study carried out by, Otieno and Ofula (2009) indicate

gross impairment and decline in educational performance as a result of drug use. Drugs

19
reduce number of hours spend studying. Wechsler in Kavutha and Egerton, (2015) was of the

opinion that poor educational performance among students has several indicators such as

students failing in test, being absent in class, dropping out of school and poor grades. Otieno

and Ofula (2009) reported that prevalence of drug use has caused the concern that the student

may not reach full potential and may use drug later in life – students who use drugs are likely

to perform poorly.

Influence of Drug Use on Students Discipline

According to, Kerochio in Kavutha and Egerton, (2015) many people have tried drugs

sometimes in their lives. He further asserts that the society becomes alarmed when a persons’

use of drugs results in impairment of occupational or social functioning. The user becomes a

threat to other members of society and engages in criminal activities. Hartmatz in Kavutha

and Egerton, (2015) discovered that drugs tend to make users to have erratic mood swings,

anxious and impulsive. They lead to poor social adjustment on part of the user characterized

by situational hostility. Use of drugs leads to discipline problems which make students to lose

a lot of learning time during punishment or under suspensions. Students who use drugs are

more likely to engage in delinquent behaviors such as fighting and stealing. According to,

Ngesu, Ndiku and Masesi cited in Kavutha and Egerton, (2015) students who use drugs have

unexplained mood swing, behave negatively, they are argumentive, confused, destructive,

anxious over reactive to criticism, act rebellious and doesn’t seem happy.

Influence of Drug Use on Students Interest in Learning

Drug users have decreased interest in class work and negative attitude which make them drop

out of school before accomplishing their studies (Kavutha and Egerton, 2015). Drug users

have decreased interest in completion of task, decreased ability to perform task that require a

lot of concentration and paying attention which interfere with learning. They are

20
unmotivated, apathetic without goals or objectives and without wish to succeed in anything.

Students on drugs arrive to school late and lack energy.

Influence of Drug Use and Addiction on the Academic Performance of Students

The effects of drug use and addiction on the academic performance of students are viewed by

Ballas (2006) and Akus (2010) to include:

1. It deadens the nervous system

2. It increase the heart beat

3. It cause the blood vessels to dilate

4. It causes bad digestion notably of vitamin B especially when taken on empty stomach.

5. It interferes with the power of judgment and poisons the higher brain and nerve centre.

6. Aggressiveness

7. Hopelessness

8. Selfishness

9. Impotence

10. Chest or lung pain

11. Frequent illness

12. Frequent hangovers.

More so, the hard drug makes the student hyperactive at the point of taking the drug which

prompt abnormal behaviors therefore lead them to commit crime. The student spends much

money on the purchase of these drugs at the detriment of purchase their academic books.

21
Finally, it makes the student becomes unstable, the student tend to go mad and started

behaving abnormally, hence infiltrate a lot of diseases into the system of the student and may

eventually lead to death (Kavutha and Egerton, 2015).

Commonly Used Drugs by Nigeria Students

S/ Category & Commercial & Street Effect/health Risk How

Names Names Administered
No

01 Nicotine Found in Cigarettes, Increased blood pressure and heart rate. Chronic Smoked,
cigars, Lung snorted,
bidis, and smokeless Disease, cardiovascular disease; stroke; cancers of shewed.
Tobacco (Snuff, Spit the
Tobacco, Chew) mouth; pancreas, cervix, kidney, bladder problems
etc.
02 Alcohol Found in Liquor, beer, In low doses: euphoria, mild stimulation, Swallowed.
(ethyl and relaxation,
alcohol) wine lowered inhibition; in higher doses: drowsiness,
slurred
speech, nausea, emotional volatility.

Increased risk of injuries, hypertension; liver and

heart
disease, fetal damage (in pregnant women)
depression,
neurologic deficits;
03 Ganja, grass, green trees, Euphoria, distorted sensory perception; increased Smoked,
Marijuana smoke weed, boom, heart swallowed.
and gangster, hemp hesh oil rate and appetite; impaired learning, memory; panic

22
 Hashish attacks; psychosis cough, frequent respiratory
infections; possible mental health decline;
addiction.

04 Inhelants Aerosoh propellants, Stimulation; loss of inhibition; headache; slurred Inhaled

laughing gas, poppers, speech loss of motor coordination; wheezing through
snappers, wippets, nose or mouth
05 Anabolic Anadrol, Oxandrim, No intoxication effects. But the health risks are:- Injected,
Steroids equipoise, pumpers, hypertension; blood clothing and cholesterol swallowed,
juice, changes; applied to skin
gym candy, pumpers liver cysts; reduced sperm production, in
femalesmenstrial
irregularities.

06 Tramadol Abdominal or stomach pain, agitation, anxiety,

cough Swallowed.
constipation, loss of memory, blood pressure
increase,
irregular heartbeat, difficult urination, convulsions
(seizures) change in consciousness, week-erection.
High blood pressure.

07 Cocaine Cocaine hydrochloride; Nasal damage snorting, loss of memory. Mental Snorted,
blow, bump, C, candy, problem, increased heart rate, blood pressure, smoked,
Charlie, coke, crack, feelings injected
flake, of exhilaration cardiovascular complications
rock, snow, toot etc.
08 Heroin Smack, horse, brown Euphoria, drowsiness, impaired coordination, Injected,
sugar, slowed smoked,
dope, H, junk, skag, or arrested breathing, constipation, endocarditis, Snorted.
skunk, heppatilis.
white horse, china white,
cheese

09 Flunitrazepam Forget-me pill, Mexican Sedation, muscle relaxation, confusion, memory Swallowed,
valium, R2, roach, loss; snorted
rophies dizziness, impaired coordination, addiction.
rope, roofinol,

10 MDMA Ecstasy, Adam, clarity, teeth clenching, depression, impaired memory, Swallowed;
(Methylene- Eve, hyperthermia addition. Mild hallucinogenic effect; snorted,
dioxy- Lover’s speed, peace, increased tactile sensitivity, injected.
Methamph- uppers.
etamin)

11 GHB Gamma-hydroxybuty Drowsiness; nausea; headache, disorientation; loss Swallowed.

rate: of
G, Georgia home boy, coordination, memory loss, unconsciousness;
liquid seizures;
ecstasy, soap, scoop, coma.
goop,
liquid X.

Source: Attah, Baba and Audu (2016)

Review of Related Empirical Studies

23
Studies have been carried out, which relates drug abuse and educational performance, but

host of gaps were created as most did not touch drug use and thus, the current study intends

to close. Some of these studies are discussed in this section in line with their years of research

to recent study.

A Study carried out by Joel Adeleke Afolayan and Alice Mosunmola Afolayan (2010) on

“Drug addiction and its academic implications among secondary school students in Ilorin

south local government of Kwara State, Nigeria” was carried out in selected secondary

schools in Ilorin South Local Government of Kwara State, Nigeria. Two hundred participants

were randomly chosen for the study. A self-reporting questionnaire was used for data

collection and the result of the study revealed some causes of drug addiction by the students

which included parental influence, school related factors, societal, peer-group effects and

governmental factors. It is therefore recommended that parents, teachers, counselors,

religious leaders, law enforcement organizations and interested individuals should be

involved in all measures to curb the menace of drug abuse in the society especially the

schools as the youths of today may become a source of sorrow to the family and society

tomorrow (Afolayan and Afolayan, 2010).

Very closely related to the present study was carried out by Muusya Jackline Kavutha and

Mary Kariuki Egerton (2015) on “Influence of drug use on academic performance among

secondary school students in Matinyani District, Kenya.”The purpose of this study was to

investigate the influence of drug use on academic performance among secondary school

students in Matinyani district. Descriptive survey was used in this study. Fourteen public

secondary schools were involved with population of 1701 students. Purposive sampling was

used in the sample selection to select 5 schools which included a girls’ boarding, a boys’

boarding school, a mixed day school, a mixed boarding school and a mixed day and a

boarding school. A sample size of 269 was used. The data was collected by use of a Core

24
Alcohol and Drug Survey Questionnaire. Validity and reliability of the study instrument was

established through a pilot study. A correlation coefficient alpha of 0.7408 was obtained.

According to, Fraenkel and Wallen (2002) a reliability co efficient of 0.7 or more implies

high degree of reliability. Data was analyzed by use of descriptive statistics with the aid of

Statistical Package for Social Science (SPSS). Percentages, tables, and frequencies were used

in presenting and summarizing the findings. The study established that drug use is common

among secondary school students in Matinyani District. This leads to poor academic

performance and increase in indiscipline cases among students.

Another related indigenous study was carried out by Muritala Ishola Akanbi, Godwin

Augustina, Anyio Bahago Theophilus, Muhammad Muritala and Ajiboye Stephen Ajiboye

(2015) on “Impact of substance abuse on academic performance among adolescent students

of colleges of education in Kwara State, Nigeria.” The study investigated the impact of

substance abuse on adolescent on academic performance in colleges of education in Kwara

State. The design used for the study was the survey. A sample of 150 adolescent students was

randomly selected form selected departments in three colleges of education in the State. A

validated instrument, Drug Habit Inventory (DHI, Fayombo, 1998) was used to collect

relevant data and objective tests on Educational and General Studies were also used to test

academic performance of these students. The data collected was analyzed using a t-test to

analyse the hypotheses of differences. The findings show that there is significant difference

between the academic performance and students who abuse drugs and those who do not and

there is significant gender difference among adolescent substance abusers on the basis of

academic performance. Based on the findings, recommendations were made on campaigns

against substance use should be incorporated in health education curricula of colleges of

education with special focus on the adverse consequences of the substances used and

25
establishment of Counselling Centres for Drug Control: Counselling centres should be

established in every colleges of education by the government or private individuals.

Another related study was carried on “the effects of drug abuse and addiction on academic

performance of students in federal polytechnic Idah, Kogi State Nigeria” by Attah Amana

Philip, Baba Edna and Audu Joel Samson (2016) appraise the effects of drug abuse and

addiction and how it affects the academic performance and intellectual capability of the

students of Federal Polytechnic Idah, Kogi State. The research explores data from both

primary and secondary sources while analysis was made using the simple percentage and

Statistical Package for Social Science (SPSS). The research concludes that the academic

performance of students have been hampered due to the effects of drug abuse and addiction

hence recommends that public enlightenment should be carried out periodically on the

dangers of drug abuse while the regulatory bodies be strengthened to carry out their functions

effectively so as to curtail the trend especially in Nigeria campuses.

Emmanuel Okechukwu Chukwu, Valentine Terhemba Pius, Terna Mesuur Fiase, Habu

Haruna, Chia Terkuma and Achukwu Chinyere Evangeline (2017) carried a research on

“Effects of substance/drug abuse on the academic achievement of secondary school students

in Mkar Metropolis, Gboko, Benue State.” It was a cross-sectional descriptive survey which

was carried out to find out the effect of substance/drug abuse on the academic achievement of

secondary school students in Mkar metropolis, Mkar, Gboko, Benue State. A sample size of

220 secondary school students was selected using simple random sampling technique after

the schools were purposively selected for the study. 220 questionnaires were distributed as

method of data collection, collected back and analysed. Findings revealed that most students,

118 (53.6%) are between the age of 15 and 19 years. 203 (92.3%) of the respondents are Tiv.

98 (44.5%) were of the opinion that these abused substance/drugs are always available.

Findings also revealed that 49 (22.3% abuse Amphetamines like Tramol, Tramadol or Tradyl.

26
50 (22.7%). The research also shows that poor academic performance is one of the effects of

this substance /drugs on the student. Other effects includes truancy and decreasing their

ability to concentrate.70 (31.8%) of respondents believed instituting early detection programs

in school will be a great preventive strategy or solution to reducing the rate of these

substance/drug abuse. Recommendations were made which include Substance/Drug free

clubs should be established in secondary schools, Counselling education should be introduced

in secondary schools and it should involve parents/guardians, designing curricula on drug

education, etc. Emphasis should be placed on health education as this will help families in

planning the academic future of their children, the family and nation as a whole.

A recent study by Moses, Augustina and Rahama, (2018) on “Drug Abuse and Academic

Performance: A Study of Gender Variation among Adolescent Students” presents the results

of a study, which sought to determine whether drug abuse among young Nigerian women and

men affected their academic performance. Three hundred and seventy students (male=227

and female= 143, mean age; 16.34±.23) participated in the survey. Of this number, 141

students were identified as current drug abusers. Results from current users showed a 38.1%

prevalence rate of drug abuse. Reported drug abuse was found to influence students'

academic performance negatively, χ2 (3) = 41.21, p < 0.001. Gender was found to be a

significant predictor of reported drug abuse, χ2 (3) = 33.76, p < 0.001 with males reporting a

greater degree of drug abuse. The study concludes that drug abuse predicts poor academic

performance and calls for increased efforts to control this epidemic in young Nigerian men

and women.

Summary of Review of Related Literature

Academic performance is the outcome of education, the extent to which a student, teacher or

institution has achieved their educational goals. Educational performance is commonly

27
measured by examination or continuous assessment but there is no general agreement on how

it is best tested or which aspects are most important, procedural knowledge such as skills or

declarative knowledge such as facts. Drugs can affect a student’s concentration and thus

interest in school and extracurricular activities. This leads to increased absenteeism and drop

outs. Most psychoactive drugs affect the decision-making process of students, their creative

thinking and the development of necessary life and social skills. Drugs also interfere with an

individual’s awareness of their unique potential and thus their interest in their career

development. This gradually leads to social, emotional and physical problems and new

feelings of guilt, despair and helplessness. The educational performance of students is greatly

affected by drug abuse and addiction. Hence drug abuse and addiction are detrimental to the

socio-economic and intellectual advancement of the nation. This chapter of the research work

has looked at the literatures which are pertinent to the relationship between academic

performance and drug use.

CHAPTER THREE

RESEARCH METHOD (METHODOLOGY)

Area of the Study

This study will be carried out in Niger Delta University Wilberforce Island Amassoma,

Bayelsa State. The study area was stablished in the year 2000, the Niger Delta University

(NDU) is a Bayelsa State Government funded University which is located in Wilberforce

Island (An Island of great historic significance) about 30 kilometres from Yenagoa, Bayelsa

28
State capital. The logo reflects the riverine and petroleum rich milieu of the state, while the

vision and mission are summarized in the motto (Creativity, Excellence, Service). It is made

up of three campuses; the Glory land campus (main campus); College of Health Science

(CHS), and Faculty of Law campus at Yenagoa and the new site, an extension of the main

campus.

Design of the Study

The descriptive survey design entails the collection and use of data systematically from a

given population to describe certain characteristics features of the population (Nworgu,

2006). The design is considered appropriate for this study being that the work is intended to

collect data from small group with view to describing the entire population vis-a-vis

determining the relationship between drug use and educational performance of Niger Delta

University students Population of the Study

Population according to Nwana (2003) means all the members of the target of the study as

defined by the aims and objectives of the study. It also refers to the entire group of people,

objects or events all having at least one characteristic in common. For the purpose of this

study, the population will be comprised of all students of Niger Delta University. The size of

the population as of the time of the study is estimated to be 12,437 students in Niger Delta

University (Registrar’s Office, Niger Delta University).

Sample and Sampling Techniques

For the fact that the population size is known, we therefore had through a sample size

N
determination exercise using the Taro Yamane formula (n= ) to obtain a sample size
1+ N ¿ ¿

of 388 for the study. This 388 sample size will be distributed to 300level students and above

29
of five (5) Faculties in Niger Delta University which shall include: Education, Arts,

Engineering, Management Science and Nursing Science. These five (5) Faculties were

purposely selected amongst all the other faculties to represent the entire university.

N
Taro Yamane formula = (n= )
1+ N ¿ ¿
Where n = sample size
N = Population size
e = 5% level of significant/error level
1 = Constant
12437 12437
(n= )=
1+12437 ¿ ¿ 32.0925

= 387.53602866713406559164913920698
≅ 388
To ensure that the participants were truly representatives of the population; the simple

random sampling will be used to obtain the sample elements for the study.

Instrumentation of Data Collection

There are two data sources to be used for the study. They are the primary and secondary

sources.

Primary Data: This will be collected through responses from questionnaire and interviews

a. Questionnaire: A self-structured questionnaire will be designed by the researcher for the

relationship between drug use and academic performance of Niger Delta University students

(DUAPQ) and the Drug Abuse Screening Test (DAST-20).

More so, the assessment of drug use and related problems is important for both prevention

and clinical care. Measures that are both reliable and valid provide tools for health education,

for identifying problems (early if possible) in health care and community settings, and for

evaluating the effectiveness of treatment (Martino, Grilo and Fehon, 2000). As well, this

30
information is useful for matching individual needs and readiness for change with tailored

interventions. The Drug Abuse Screening Test (DAST-20) was designed to be used in a

variety of settings to provide a quick index of drug-related problems. The DAST yields

a quantitative index of the degree of consequences related to drug abuse. This instrument

takes approximately 5 minutes to administer and was given in questionnaire formats. The

DAST provides a brief, self-report instrument for population screening, identifying drug

problems in clinical settings and treatment evaluation.

The questionnaire will be personally presented to three (3) research assistants for each faculty

who will be recruited and given special training on the objectives of the study and employed

to cover the various groups of the participants that were sampled for the study.

Section A of the questionnaire shall comprise of socio-demographic (personal) details of the

participants. Section B shall comprise of questions that will be drafted from the main purpose

of the study, to which the participants are expected to answer Yes or No, it will also

incorporate the Drug Abuse Screening Test (DAST-20) to which the participants are to

participate on. The section C of the questionnaire shall consist of printed close-ended

questions which shall comprise of statement in which the participants had to answer using the

four point Likert rating scale measurement of Strongly Agree (SA), Agree (A), Disagree (D),

and Strongly Disagree (SD). The question items asked in the research questionnaire were

based on the purpose and research questions.

b. Interview: The researcher will also use oral/personal interview in collecting primary data.

This method served a very useful purpose in obtaining certain facts and data that were not

possible through the questionnaire method.

Secondary Data: The researcher also generated data from literature review from textbooks,

magazines, periodicals, internet, seminar paper and journals including newspaper prints.

31
The questionnaire administration will be conducted on school days. The entire process of data

collection which is expected to last for twelve (12) weeks shall be personally supervised by

the researcher.

Validity of the Instrument

Validity to Onyeizugbe (2012) is the extent to which a test measures what it is supposed to

measure. It is simply the appropriateness of an instrument in measuring what is intended to

measure. To ascertain the validity of the research instrument that is the extent to which the

instrument measures what it intends to measure.

The primary instrument for data collection will be a structured questionnaire to be developed

by the researcher which will be properly examine, restructure and approve by the project

supervisor and other two lecturers in the department of Nursing, Niger Delta University

making sure that every ambiguity and mistake is corrected and effected by the researcher.

Reliability of the Instrument

Reliability is the consistency of an instrument to provide a similar result from the same

population when administered at different time (Onyeizugbe, 2012). A test is reliable to the

extent that whatever it measures, it measures it consistently

To ascertain the reliability of the instrument, it will be tested and retested (which measures

consistency from one time to the next) among students of Social Science, Agriculture,

Sciences, Pharmacy and Basic Medical Sciences who will be not part of the main study to

ensure internal consistency and stability. The responses of the subjects on the two

administrations (within two weeks) will be obtained and correlated using Pearson Product

Moment Correlation Statistical tool for test retest reliability. The coefficient index if

adjudged high will be considered reliable and appropriate for the study.

Administration of the Instrument

32
The study will use the face-to-face administration; this is very effective in terms of retrieval

of the questionnaire. It also offers the researcher an opportunity to clarify certain points to the

participants. A letter of transmittal will attached to the question which will be administered to

the participants and collected within 0-4 hours of administration.

Method of Data Analysis

The data collected will be meaningless until they are adequately analyzed. The procedure to

be adopted in the analysis of data collected will be done by computing various responses. The

collected data will be tabulated and analyzed using simple descriptive statistics of simple

percentages and mean, while the chi-square will be used as a parametric technique in testing

the hypotheses stated in chapter one.

Mean given as

∑F
M=
Ν

Where M = mean

∑ = summation

F = frequency

N = Number

For instance, (our ranking);

SA 4

A 3

D 2

SD 1

33
 Mean = 10/4 = 2.50

Therefore, any Mean score below 2.50 is rejected to be serious while any Mean score of 2.50

and above is accepted.

The Chi-Square is denoted as:

X =∑ ¿ ¿ ¿
2

Where:

X2 = Chi-Square

O = Actual Observed Frequency

E = Expected frequency

Ethical Consideration

Permission to carry out the research will be obtained from the deans of the faculties.

Thereafter, the participants will be briefed about the purpose of the study and the right to

participate or withdraw from the study. The participants will be informed of the benefit and

reasons for the research during and after the collection of the data, the anonymity and

confidentiality of respondents will be ensured, as all records obtained will be used purely for

the purpose of the research.

Afterwards, the informed consent of the participants will be sought after the intention of the

study had been well explained to every participant.

34
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Akus, Y. (2010). Contemporary Public Issues and Nigeria as a Nation. Ankpa: Roma
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Atah, T.S. and Akus, Y. (2009). A Reading Text on Social Studies for Schools and Colleges.
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Ballas, P. (2006). News and Features, Department of Psychiatry, Thomas. Jefferson

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Balogun, S. K. (2006) “Chronic intake of separate and combined alcohol and nicotine on
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Psychology, 52, 1-26

Coleman, F. E. (2010). Drug use and abuse among students in tertiary institutions; the case of
FUT, Minna, Journal of Research in National Development 8. (1), 12-21.
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(2017). Effects of Substance/drug abuse on the academic achievement of secondary
school students in Mkar Metropolis, Gboko, Benue State. International Journal of
Psychological and Brain Sciences 2(2), 40-45

Glasser, W. (1981). Stations of the Mind. New Yolk: Haper and Row.

Kavutha, M.J. and Egerton, M.K. (2015). Influence of drug use on academic performance
among secondary school students in Matinyani District, Kenya. International Journal
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Martino, S., Grilo, C. M. and Fehon, D. C. (2000). Development of the Drug Abuse
Screening Test for adolescents (DAST-A). Addictive Behaviors 25, 57-70

National Institute of Alcohol and Alcoholism (2005). A national plan for alcohol services
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National Institute on Drug Abuse (2018). Understanding Drug Use and Addiction. Retrieved
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NDLEA (2013). Drug safety Report. Lagos

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Nnachi, R. O., (2007) Advanced psychology of learning and scientific enquiries, Enugu: J. J.
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37
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULT

This chapter presents the raw data obtained from the field exercise and analyze same.

Table 2 Administration and Retrieval of Questionnaire

Faculties Questionnaire Useful Percentage of

Administered Questionnaire Success (%)
Returned

Education 78 69 88.46
Arts 78 66 84.62
Engineering 77 71 92.21
Management Science 77 69 89.61
Nursing Science 78 72 92.31

Total 388 347 89.43

38
Source: Survey Data, 2019

Table shows the administration and useful questionnaire retrieved from the field study. A

total of 388 questionnaire were administered to the five (5) Faculties studied with a

successful retrieval of 89.43%. 78 questionnaires were administered each to Education, Arts,

and Nursing Science Faculties with a successful retrieval of 88.46%, 84.62% and 92.31%

respectively. The table also showed that 77 questionnaires were administered each to

Engineering and Management Science Faculties with a successful retrieval of 92.21% and

89.61%

Demography Data Analysis

Socio-Demographic Characteristics of Respondents

Number Retrieved = 233
Description No. of Respondents Percentage (%)
Agro-ecological District
Ikpa Ibekwe 59 25.32
Ikpa Nung Asang 53 22.75
Ukpom Okom 62 26.61
Ukpum Ete 59 25.32
Total 233 100
Sex
Male 107 45.92
Female 126 54.08
Total 233 100
Age (Years)
18-25 14 6.01
26-35 23 9.87
36-45 95 40.77
45 and above 101 43.35
Total 233 100
Marital Status
Married 179 76.82
Single 54 23.18
Total 233 100
Educational Level
No formal education 12 5.15
Primary 19 8.15
Secondary 156 66.95
Tertiary 46 19.75
Total 233 100
Household Size
1-3 22 9.44
4-6 46 19.75
7-9 103 44.21

39
 10 and above 62 26.60
Total 233 100
Farm Size (hacters)
0.5-0.7 98 42.06
0.8-1.0 77 33.05
1.1 and above 58 24.89
Total 233 100
Monthly Income of Respondents (N)
Below 20,000 11 4.72
20,000-39,000 33 14.16
40,000-59,000 68 29.18
60,000 and above 121 51.93
Total 233 100

Source: Survey Data, 2018

Table 3 shows the socio-demographic details of respondents. The first part shows the agro-

ecological districts of the respondents that were successfully used for this study. 62

respondents representing 26.61% of the total respondents were from Ukpom Okom;

59(25.32%) each of the total respondents were from Ikpa Ibekwe and Ukpum Ete whilst the

least number of successful retrieved questionnaire was 53 (22.75%) respondents from Ikpa

Nung Asang district.

The second segment shows the sex of the respondents: 126 respondents representing 54.08%

of the total respondents were female, whilst 107 respondents representing 45.92% of the total

respondents were males.

The third segment shows the age range of the respondents where 101 respondents

representing 43.35% of the total respondents were in the ages 45 and above; 95 respondents

which is 40.77% of the total respondents were within the ages 36-45; 23 respondents

representing 9.87% of the total respondents were within the ages 26-35, while the least

number of the respondents which are 14 representing 6.01% of the total respondents were

within the ages 18 to 25. This finding shows that the greatest percentage matured people and

not youths.

40
The fourth part shows the respondents’ marital status where most of the respondents (179)

representing 76.82% of the entire respondents are married while the remain 54 respondents

representing 23.18% of the total respondents were single.

The fifth part indicates the respondents’ level of education where greatest number of the

respondents (156) representing 66.95% of the entire respondents had secondary school

education; 46 respondents representing 19.75% of the total respondents had tertiary

education; 19 respondents demonstrating 8.15% of the total respondents had primary

education; while the least number of the respondents (12) representing 5.15% of the whole

respondents had no formal education. The finding means that most of the respondents have

not gotten their university certificate rather had their secondary school certificates.

The sixth fragment of table 3 shows the respondents’ household size. The result depicts that

the greatest number of the respondents (103) representing 44.21% of the entire respondents

have a household size of 7-9; 62 respondents representing 26.60% of the entire respondents

have a household size of 10 and above; 46 (19.75%) of the total respondents have a

household size of 4-6, while the least number of the respondents 22 (9.44) have a household

size of 1-3.

The seventh segment of table 3 on the socio-demographic details of the respondents shows

the farm size owned by the respondents in hacters where 98 respondents representing 42.06%

of the entire respondents have a farm size of 0.5-0.7 hacters; 77 respondents representing

33.05% of the entire respondents have 0.8-1.0 hacters; while the least number of respondents

(58) representing 24.89% of the whole respondents have a farm size of 1.1 and above hacters.

Lastly on table 3 is the part which shows the respondents’ monthly income. 121 respondents

representing 51.93% of the whole respondents, earns 60,000 and above naira per a month; 68

respondents representing 29.18% of the entire respondents earns 40,000 – 59,000 naira per a

41
month; 33 (14.16%) respondents earn 20,000 – 39,000 naira per a month. The least number

of the respondents (11) representing 4.72% of the studied respondents indicated that they earn

below 20,000 naira per a month.

Research Questions

Research Hypothesis

Discussion of Findings

42
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

Conclusion

Recommendations

43
 APPENDIX

LETTER OF INTRODUCTION

Faculty of Nursing,
College of Health
Science,
Niger Delta University,
Amassoma,
Bayelsa State.
27th May, 2019.
Dear Respondent,

The researcher is an MSc. student of mental health/psychiatric nursing in the above school

currently conducting a research on “Drug Use and the Educational Performance of

Undergraduate Students in Niger Delta University.”

The purpose of the study among others is to examine the relationship between drug use and
educational performance of Niger Delta University students in order to assist health
authorities to develop appropriate strategies to improve their output. Your opinion will be
treated with utmost confidence.

Thank you for your cooperation.

Yours Sincerely,

Dickson Nancy Alex

44
 SECTION A
Respondent’s Personal Data
Instructions: Please, fill in the following as it applies to you by ticking (√) in the correct
option.
1. Faculty:
(a) Education { }
(b) Arts { }
(c) Engineering { }
(d) Management Science { }
(e) Nursing Science { }
2. Level:
(a) 300 { }
(b) 400 { }
(c) 500 { }
3. Gender:
(a) Male { }
(b) Female { }
4. Age (in years):
(a) Below 20 { }
(b) 20-30 { }
(c) 30years and above { }

SECTION B
Please respond to the following statement as it suits your opinion by ticking (√) YES or NO

5. What are the various drugs types of drugs used by students in Niger Delta

University?

(a) Alcohol Yes { } No { }

(b) Cannabis(Indian Hemp) Yes { } No { }
(c) Tramadol Yes { } No { }
(d) Codeine Yes { } No { }
(e) Cigarette Yes { } No { }
(f) Cocaine Yes { } No { }

45
 (g) Others Mention____________________________________________________

6. What are the various reasons for drug use and abuse Niger Delta University?
(a) Build-up self esteem Yes { } No { }
(b) Frustration Yes { } No { }
(c) Reduce stress Yes { } No { }
(d) Reduce fear Yes { } No { }
(e) Ability to increase educational performance Yes { } No { }
(f) Relaxation prior to social event Yes { } No { }
(g) Euphoria (Joy) Yes { } No { }
(h) Hedonism (Pleasure-seeking) Yes { } No { }
(i) Provide esoteric(mysterious) insight in the nature of self and the word of reality
Yes { } No { }
(j) To be called sharp student among peers Yes { } No { }

(k) Others Mention____________________________________________________

7. Drug Use Questionnaire (DAST-20)

S/ Question Items Yes No

N
1 Have you used drugs other than those required for medical reasons?
2 Have you abused prescription drugs?
3 Do you abuse more than one drug at a time?
4 Can you get through the week without using drugs?
5 Are you always able to stop using drugs when you want to?
6 Have you had "blackouts" or "flashbacks" as a result of drug use?
7 Do you ever feel bad or guilty about your drug use?
8 Does your spouse (or parents) ever complain about your involvement
with drugs?
9 Has drug abuse created problems between you and your spouse or your
parents?
10 Have you lost friends because of your use of drugs?
11 Have you neglected your family because of your use of drugs?
12 Have you been in trouble at work because of drug abuse?
13 Have you lost a job because of drug abuse?
14 Have you gotten into fights when under the influence of drugs?
15 Have you engaged in illegal activities in order to obtain drugs?
16 Have you been arrested for possession of illegal drugs?
17 Have you ever experienced withdrawal symptoms (felt sick) when you
stopped taking drugs?
18 Have you had medical problems as a result of your drug use (e.g.
memory loss, hepatitis, convulsions, bleeding, etc.)?
19 Have you gone to anyone for help for a drug problem?
20 Have you been involved in a treatment program specifically related to
drug use?

46
 SECTION C
Please respond to the following statement as it suits your opinion using the four point Likert

rating scale of SA, A, D, and SD. Where SA is strongly agree, A is agree, D is disagree, and

SD is strongly disagree.

Please tick your response (√)

What are the perceptions of students on the academic Response
A performance of students using drugs in Niger Delta
University? SA A D SD

1 Students who use drugs study better and complete their

assignments in school
2 Students who use drugs have the best of results/grades
3 Students who use drugs are more active in answering and
asking questions in class
4 Students who use drugs don’t cheat in exams
B To what extent does drug use affect students discipline in
Niger Delta University?
5 Students who use drugs are always respectful to lecturers
6 Students who use drugs are the calm type in class
7 Students who take drugs hardly engage in cultism at school
8 Students who use drugs hardly tamper with school properties
9 Students who take drugs advice others to obey school rules
and regulations
10 Students who take drugs are always present in school
C How does drug use affect students learning interest in
Niger Delta University?
11 Students who take drugs always have interest in school work
12 Students who use drugs don’t miss classes and always
attentive in classes
13 Students who use drugs always among the first to start
semester lectures

47
48