EFFECTS OF DRUGS AMONG TRAINESS IN TVET

INSTITUTIONS NAKURU COUNTY: CASE OF RIFT

VALLEY INSTITUTE OF SCIENCE AND TECHNOLOGY

SUBMITED BY: SHARON CHEPKIRUI

INDEX NUMBER: 5520010432

SUPERVISOR: MADAM RUTH KOSGEI

SUBMITTED TO KENYA NATIONAL EXAMINATION

COUNCIL (KNEC) IN PARTIAL FULFILMENT FOR THE

AWARD OF CERTIFICATE IN INFORMATION

COMMUNICATION AND TECHNOLOGY

JULY/AUGUST 2021

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 DECLARATION

This research project is my original work and has not been presented in any other institution
for academic award.

Signature ________________________________ Date ___________________________

Chepkirui Sharon
PS19P168895

This research project has been submitted for examination with our approval as institution
supervisors.

Signature _________________________________ Date ___________________________

Department of ICT Rift Valley Institute

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 DEDICATION

I dedicate this project to my father, Andrew sang for his financial support and constant
encouragement throughout my education and also to my lecturer who have realy helped in
sharing ideas to peruse the course. May god bless them abundantly.

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 ACKNOWLEDGMENT

My foremost gratitude is to Almighty God that through His amazing grace I was able to
undertake and complete this study. To Him I give honour and glory.

I would like to sincerely thank my lecturer for devoting her time for guidance and
recommendations during and especially in the course of the preliminaries of research
proposal. Your patience, dedication and encouragement made it possible to complete this
project.

I would also like to appreciate my parents Mr. and Mrs. Sang, my brothers and my sisters for
their encouragement and moral support during the time of study.

I also wish to express my sincere appreciation to school principals and students who provided
primary data, without which this study would not have been possible. I would also like to
thank all those who contributed generously, orally and in documentation; May the Almighty
God bless and reward each one of you abundantly.

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Table of Contents
DECLARATION.......................................................................................................................ii
DEDICATION..........................................................................................................................iii
ACKNOWLEDGMENT...........................................................................................................iv
LIST OF TABLES....................................................................................................................ix
LIST OF FIGURES..................................................................................................................xi
LIST OF ABBREVIATIONS AND ACRONYMS................................................................xii
CHAPTER ONE........................................................................................................................1
INTRODUCTION......................................................................................................................1

1.1 Background to the Study.......................................................................................1

1.1.1 State of Drug and Substance Abuse: Global Perspective..................................1

1.1.2 State of Drug and Substance Abuse in Kenya...................................................1

1.1.3 Drug Abuse and Motivation to Learn................................................................2

1.2 Statement of the Problem......................................................................................2

1.3 Purpose of the Study.............................................................................................3

1.4 Objectives of the Study.........................................................................................3

1.5 Research Questions...............................................................................................3

1.6 Assumptions of the Study.....................................................................................3

1.7 Scope of the Study................................................................................................3

1.8 Limitations of the Study.......................................................................................3

1.9 Significance of the Study......................................................................................3

1.10 Operational Definition of Terms.........................................................................4

CHAPTER TWO.......................................................................................................................5
LITERATURE REVIEW..........................................................................................................5

2.1 Introduction...........................................................................................................5

2.2 Family Background and Drug Abuse...................................................................5

2.3 Peer Pressure and Drug Abuse..............................................................................5

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 2.4 Availability and Cost of Drugs and Drug Abuse..................................................6

2.5 Socio-Economic Background & Drug Abuse.......................................................6

2.6 Age and Drug Abuse.............................................................................................7

2.7 Effects of Drug and Substance Abuse on Participation in Learning among

Secondary School Students.........................................................................................8

2.8 Conceptual Framework.........................................................................................8

Independent variables Intervening variables Dependent variables............................................9
CHAPTER THREE..................................................................................................................10
RESEARCH METHODOLOGY.............................................................................................10

3.1 Introduction.........................................................................................................10

3.2 Research Design..................................................................................................10

3.3 Target Population................................................................................................10

3.4 Sampling Procedures and Sample Size...............................................................10

3.5 Research Instruments..........................................................................................10

3.6 Questionnaires....................................................................................................10

3.7 Pilot Study...........................................................................................................11

3.8 Instruments’ Reliability......................................................................................11

3.9 Instruments’ Validity..........................................................................................12

3.10 Data Collection Procedures...............................................................................12

3.11 Data Analysis Techniques.................................................................................12

APPENDICES.........................................................................................................................14
APPENDIX I: QUESTIONNAIRE FOR STUDENTS...........................................................14
Section A: Demographic details (Tick (√) appropriately).......................................................14
APPENDIX II: QUESTIONNAIRE FOR SCHOOL PRINCIPAL........................................15
Drug and substance Abuse among students.............................................................................15
CHAPTER FOUR....................................................................................................................20
DATA ANALYSIS AND INTERPRETATIONS...................................................................20

4.1 Introduction.........................................................................................................20

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 4.1.1 Response Rate..................................................................................................20

4.1.2 Reliability Analysis..........................................................................................20

4.2 Demographic Data of Students (Student Characteristics)..................................21

4.3 Family Background.............................................................................................22

4.4 Commonly Abused Drugs..................................................................................23

4.5 Causes of Drug Abuse in Schools.......................................................................25

4.6 Prevalence of Drug and Substance Abuse in Schools........................................28

4.7 Effects of Drug Abuse in Schools on participation in learning..........................29

CHAPTER FIVE......................................................................................................................33
SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS.........33

5.1 Introduction.........................................................................................................33

5.2 Summary.............................................................................................................33

5.3 Conclusions.........................................................................................................35

5.4 Recommendations...............................................................................................36

5.5 Suggestions for Further Research.......................................................................36

REFERENCES.........................................................................................................................37

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 LIST OF TABLES

Table 4.1: Reliability Coefficients.......................................................................................32

Table 4.2: Age of the Respondents......................................................................................33

Table 4.3: Gender of the Respondents.................................................................................33

Table 4.4: Who the Students Live With...............................................................................34

Table 4.5: Religion of the Respondents...............................................................................35

Table 4. 6: Category of School............................................................................................36

Table 4. 7 Frequency of drug abuse in schools....................................................................36

Table 4. 8 Frequency of Various Drugs Use in School........................................................37

Table 4. 9 Extent to which various factors influence students to abuse drugs.....................38

Table 4. 10 Agreement of the students with various statements on drug abuse..................39

Table 4. 11: Contribution of various school factors to drug abuse......................................40

Table 4. 12 Prevalence of Drug and Substance Abuse in Schools.......................................42

Table 4. 13 Records of those students engaged in drug abuse.............................................43

Table 4. 14 Approximate number of students engaged in drug abuse.................................43

Table 4. 15: Principals reports on Effects of drugs abuse on participation in learning

among students in the schools..............................................................................................44
Table 4. 16 Effects of drug abuse experienced by the students...........................................45
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Table 4.17 Attendance of guidance and counselling against drugs by students..................47

Table 4. 18 Expected school academic performance by principals in national exams47

Table 4.19: Grade expected by students at KCSE...............................................................48

Table 4. 20: Level of education aspired by the students......................................................49

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 LIST OF FIGURES

Figure 1 Conceptual framework...........................................................................24

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 LIST OF ABBREVIATIONS AND ACRONYMS

ASAL Arid and Semi Arid Location

D.E.O District Education Officer

E.F.A Education For All

M.O.E Ministry of Education

MDGs Millennium Development Goals

NACADA National Agency For the Campaigns Against Drug Abuse

SCAD Student Campaign Against Drugs

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 CHAPTER ONE

INTRODUCTION
1.1 Background to the Study

The history of human race has also been the history of drug abuse. In itself, the use of drugs
does not constitute an evil; infact some drugs have been a medical blessing. Since, time in
memorial earliest times, herbs, roots, bark leaves have been used to relieve pain and help
control diseases. History tells us that the Chinese used Opium as a cure of dysentery before
the 18thcentury. European countries such as Britain and Holland were known to exchange
opium growth in their colonies for tea and silk with China (United Nations, 1995).
Unfortunately, certain drugs that initially produce enticing effects, such as sense of feeling
good, elation, serenity and power have evolved into a problem of dependence and abuse.
1.1.1 State of Drug and Substance Abuse: Global Perspective

Drug abuse is a global problem that poses a great danger to the lives of individuals, society
and political stability and security in many countries. According to the United Nations
(2005), the use of illicit drugs has increased throughout the world and the major world trend
is the increasing availability of many kinds of drugs among ever widening spectrum of
consumers. Of major concern is that children seem to be targeted as the new market for the
drug industry globally.

Drugs and substance abuse has become the focus of research and preventive activities in the
developed countries for decades. A study carried out by the London School of Economics in
1980 on students learning behaviour revealed a relationship between drug abuse and poor
academic results (Otieno, Balswick & Norland, 1994).Africa has not been spared from the
abuse of drugs by the youth. The continent, over recent years has experienced an upsurge in
the production, distribution and consumption of drugs with the youth and young adults being
most affected.
1.1.2 State of Drug and Substance Abuse in Kenya

In Kenya, reports of young peoples’ lives ruined by alcohol and drugs are rampant. The
youth, especially, are ulnerable to the vice owing to peer pressure, media influence, poor
guidance and role modelling. This has taken root in institutions leading to the high school
drop outs and idleness.
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The Kenyan airport of Mombasa has been identified in the report as the major transit point
for drug trafficking in Africa. According to a National survey on the magnitude of alcohol
and drug abuse conducted by National Campaign Against Drug Abuse (NACADA) (2012),
the abuse of alcohol in the country is worrying. The facts and figures from this report
indicate that 13 per cent of teenagers in the 10 to 11 years age bracket have used an
intoxicating substance mostly alcohol followed by cigarettes. In the 15 to 24 year bracket, a
worrying 11.7 per cent are currently hooked in to alcohol, while 6.2 per cent are regular users
of Tobacco products, of this group, 4.7 per cent chew miraa (khat) while 1.5 per cent smoke

bhang. These statistics underline the need to educate our young people on dangers of alcohol
and drug abuse. This practice is not only a determinant to school success and motivation in
learning but also on psychological and physical well-being.
If left unaddressed, escalating rate of drug and substance abuse puts the country at a risk of
losing generations as well as underdevelopment owing to the diversion of resources to
address among others; basic needs for uneducated and unskilled youth.
1.1.3 Drug Abuse and Motivation to Learn

Motivation is something that energizes, directs and sustains behaviour; it gets students
moving and points then in a particular direction.
Motivation increases student’s time on task which is an important factor affecting their
learning achievement. The more motivated students are, the more they want to be accepted
and respected by peers. Students who have little interests in academic achievement are at
high risk of dropping out of institution before they graduate. Yet another student perhaps due
to undetected learning disability or negative peer pressure and consequently indulgence in
drug and substance abuse may exhibit withdrawal symptoms. Njoro sub county has posted
declining results in Kenya National examinations compared to neighbouring sub counties in
the country among other factors that can be attributed to this trend is the problem of illicit
brew.
Data available at the sub county office at Njoro show that in 2012 alone, 16 students from 5
were an agenda for discussion in several education Board meetings facing eminent
expulsion.
1.2 Statement of the Problem

Despite the overwhelming intervention strategies by the Government, religious organizations,

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 and many other keen stakeholders to curb the problem of drug and substance abuse
especially among the youth, the number of school going youth being suck into drug abuse
seems to be escalating day by day. The government for instance has placed education at the
center of the social pillar of vision 2030 that intents to make Kenya a middle level income
country. Drug and substance abuse threatens and tends to derail these noble strides by
demotivating the students in learning.
1.3 Purpose of the Study
The purpose of this study was to assess the effect of drug and substance abuse on
participation in learning among TVET institutions Njoro sub County in Kenya.
1.4 Objectives of the Study
The specific objectives of the study sought to:
i. Identify the commonly abused drugs in TVET institutions.
ii. establish the causes of drug abuse among TVET institutions
iii. Establish the prevalence of drug abuse among TVET institutions.
iv. Establish the effects of drug abuse on participation in learning among students
in TVET institutions
1.5 Research Questions
i. What are the commonly abused drugs by students in N A K U R U
COUNTY?
ii. What are the causes of drug abuse among students in TVET institutions?
iii. What are the effects of drug abuse on participation in learning among
students in TVET institutions?
1.6 Assumptions of the Study
Data from students, teacher counsellor and key informants on the cause, prevalence, effects
and the commonly abused drugs was accurate.
1.7 Scope of the Study
It was not possible to carry out the study in all institutions in Njoro sub county. due to
financial constraints, time factor and other logistics. Again, the study targeted TVET
institution students and principals and therefore other stakeholders like parents and
community leaders were not involved in the study.
1.8 Limitations of the Study
Drug and substance abuse may involve
powerful people in the society and as such respondents might have being afraid to give
information for fear of being victimized

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1.9 Significance of the Study
i. The findings are expected to yield significant empirical data and information on the
effect of drug and substance abuse on participation in learning and school
participation of learners.
ii. The findings are expected to help the ministry of education officials in understanding
the causes of drug abuse amongst vet institutions students hence help them develop
intervention strategies.

iii. The study is likely to add to the body of knowledge in the area of drug and substance
abuse in Kenyan TVET institutions that maybe utilized by other researchers.
1.10 Operational Definition of Terms
Addiction- Having a physical and /or psychological dependence on a substance. Drug
abuse- Drug abuse is the non- medical use of drugs that destroys health and productive life of
an individual.
Drug dependency- A physical and or a psychological need for a mood- altering substance.
Drug- Is any substance that, when absorbed in to the body of a living organism, alters
normal bodily function.
Kuber- Kuber is a substance made from leftovers from cigarettes manufacturing in India. It
is packed in colourful sachets. It contains 40% nicotine, a highly addictive substance..
Narcotics-These are drugs from the opiate family such as, Bhang, Cocaine and Heroin.
Stimulants-These are drugs which cause alertness and create energy for example
Amphetamines.
Withdrawal- What someone who is addicted to drugs and alcohol experiences when they
abruptly discontinue the use of drugs or alcohol.

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 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter covered a review of literature related to the study. The chapter covered the
following: Family background and drug abuse, peer pressure and drug abuse, availability of
drugs and drug abuse, and drug abuse, socio-economic background and drug abuse, age and
drug abuse, category of school and drug abuse and the effects of drug abuse on participation
in learning among students.
2.2 Family Background and Drug Abuse
The family especially the parents are the child’s basic socializing agents. Muthigani (1995)
indicates that a child gains his or her first standard of behaviour from the teaching of parents
and other grown-up person around.If a child is borne of a drug addict then there is a
likelihood of the same habits being transferred .

About (2005) is among researchers who have looked at issues related to the family and use of
drugs among the youths. In his Rapid Situation Analysis in Nigeria, he found that being male
in unstable family was associated with high risk for substance abuse. He also notes that in
Nigeria, cannabis abusers tend to be young men including students, who have been deprived
parental supervision and warmth when they were young.Imbosa (2002) adds that youths with
poor home support tends to seek support and understanding elsewhere. Many find affection,
understanding and support in the lifestyle of a drug abuse subgroup. According to NACADA
(2007In today’s setting, binge drinking is becoming an acceptable pastime with parents
freeing the children from restrictions that once governed alcohol consumption. Stories of
children barely in teens undergoing rehabilitation due to alcohol problems are causes of
concern (NACADA, 2007).
2.3 Peer Pressure and Drug Abuse
According to the United Nations (1992), drug users, like other people seek approval of their
behaviour from whom they attempt to convince to join them in their habits as a way of
seeking acceptance.Confirming this findings Kiiru (2004) argues that peer pressure
influences youth to use substances under the false impression that some drugs stimulates
appetite for food, increase strength and give wisdom as well as courage to face life.The role
played by peers is twofold. First, most often through peers, illicit drugs are made available
since these drugs can seldom be purchased through ordinary means (King’ala, 2000).The peer
group may either supply the drug directly or provide information on obtaining it. Second, the
peer group may provide models for drug usage, teaching its members when, where and how
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to use the drugs.
2.4 Availability and Cost of Drugs and Drug Abuse
Availability and cost of drugs is associated with drug abuse. Kaguthi (2004) noted that
availability of illegal drugs such as heroin, cocaine and mandrax, together with the
availability of legal substances such as cigarettes and alcohol may lead to drug abuse. The
ready availability of most drugs appears to be the most important cause of the prevalence of
substance use and abuse amongst the Kenyan youth
.For instance medicines (drugs) are purchased from chemists even without a physician`s
prescription. Kithi (2007) supports this by stating that addicts are reported to visit chemists to
get close of Roche- a drug that should strictly be sold on prescription. Kaguthi (2004)
established that widely used substances are grown in the country like Bhang, Khat (miraa)
and Tobacco. As these substances are grown, manufactured and distributed, they are openly
exposed to the youth. Cheap and unclean alcohol like Chang'aa is readily available among
students from the poor population.
According to a survey by the National Authority for the campaign against alcohol and Drug
Abuse (NACADA) on rapid situation assessment of the status of the drug and substance
abuse in Kenya (2012), drug accessibility was found to be one of the major contributing
factors of drug abuse in Kenya. Traditional liquor being the most easily available type of
alcohol followed by wines and spirits and Chang`aa. Wines and spirits were found to be most
accessible in Nairobi followed by Central and least accessible in North Eastern. Kuber was
found to be easily accessible in Nyanza followed by Nairobi and least accessible in Central.
Miraa (Khat) was most accessible in Nairobi and least accessible in Nyanza. Bhang was
found easily accessible in Nairobi and least accessible in North Eastern. Cocaine and heroin
were most accessible in Coast region and least accessible in North Eastern. This was recored
among rural, male, in school and low economic status categories.
2.5 Socio-Economic Background & Drug Abuse
Poverty tends to be a characteristic of social deviants including drug abusers. This is what
comes to be called economic explanation of deviant’s behaviour. Poor economic conditions
are worsened when the youth do not see any hope of employment even with education. A
sociologist defines this feeling when he states “Now with formal education everywhere and
for nearly everyone, the relationship between schooling and future work is at best not very
direct and at worst completely incomprehensible.”
Slum areas in cities and towns are said to breed the youngster percentage of drug abusers.
This can be cited in the Kenyan cities and towns particularly Nairobi (Kaguthi, 2004).Where
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slums like Mathare, Kibera, Mukuru and Majengo are known to accommodate a large
number of alcoholics and drug addicts. However, drug abuse is not confined to young people
in certain geographical areas or from particular social-economic back grounds. It affects the
Nation as a whole –both urban and rural areas. The problem cuts across class. It is not only in
slums or low income areas where people are poor and unhappy but also with families living
under better conditions where children are better controlled. Some youths who come from
well-to-do families& who materially lack nothing; take drugs for pleasure of it and more fun.
This is according to Njagi (2013) on Drug Abuse Rehabilitation and treatment care, Nairobi,
who argues that when drugs are taken over long periods for fun and pleasure, addiction sets
in.
2.6 Age and Drug Abuse
According to Gillis (1996), young people are individuals in the process of development and
charge. He further goes on to say that during this period they experiment with newly
discovered aspects of their physical and emotional selves. During this period the youth are
likely to experiment with drugs and some will be addicted. An English Psycho-Analyst Dr.
Deret Miller said that “Adolescent is a period of adaptation. All Adolescents are disturbed”.
Sociologists and anthropologists as well as other people have clearly defined the difficulties
that adolescents find in a changing society. In many societies it is accepted and understood
that adolescent is the period when a youngster forms his own identity usually by meaningful
conflict with his parents or the older generation. It has been said that adolescence is a period
of health hostility on the part of the youngsters who confronting the adult standards and
traditions is discovering himself. Dr Miller says that during this time the youngsters is hostile
and deviant behaviour may provide a solution for him.
In the United States of America, the use of drugs commonly begins in adolescent and the age
of initiation is decreasing averaging 13-15 years where the majority of the adult addicts start
using drugs in their teens. Bachman, et al. (2000) in King`endo (2010) conducted a
monitoring study tracking the prevalence of adolescent substance use among American
eighth, tenth and twelfth grade students each year from the mid-1970s in to the twenty first
century. From this study, it was found that, in 2000 more than half (54%) of American high
school seniors reported using some type of illicit drug in their lifetimes.
According to the NACADA (2012) survey on the rapid situation assessment of the status
of drug and substance abuse in Kenya, it is of concern that there is a decline at the age of
which respondents revealed their initiation in to drugs, the data for those aged 10-14 year olds

7
show an increase from 0.3% in 2007 to 1.1% in 2012 for those reporting ever using bhang.
This increase was recorded among rural, male, in school and low economic status categories.
2.7 Effects of Drug and Substance Abuse on Participation in Learning among
Secondary School Students
Young people who persistently abuse substances often experience an array of problems,
including academic difficulties, health-related problems, poor peer relationships and
involvement with the juvenile justice system. Additionally, there are consequences for family
members, the community, and the entire society like conflict between friends, family
breakdown, violence, gangs, drug trafficking etc.
Again drugs abused effect the brain, this result in major decline in the functions carried out
by the brain (Abot, 2005). Drugs affect the students concentration span, which is drastically
reduced and boredom sets in much faster than for non-drug and substance abusers. The
student will lose interest in school work including extra curriculum activities. Most of the
psychoactive drugs affect the decision making process of the students, creative thinking and
the development of the necessary life and social skills are stunted. They also interfere with
the awareness of an individual’s unique potential and interest thus affecting their career
development (Kikuvi, 2009).
Cognitive and behavioural problems experienced by alcohol-and Drug-using youth may
interfere with their academic performance and also present obstacles to learning for their
classmate (United Nations, 2005). Drug abuse is associated with crime maintenance of an
orderly and safe school atmosphere conducive to learning .It leads to destruction of school
properties.
2.8 Conceptual Framework
The figure 1 shows the likely relationships of drug and substance abuse and participation in
learning among students. There are various variables that have an effect on learners that
abuse drug and related substance.

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Independent variables Intervening variables Dependent variables

Drugs and drug related substances

Effects on learning
Students characteristics
Student’s attitudes  Delinquency
 Age  Truancy
 Gender towards drugs  Declining academic
 Peer pressure performance
 School dropout
Family background
 Level of education of parents
 Religious affiliation

Teacher’s attitudes
School factors
 School category towards drugs
 Vigilance of administration in
handling drug abuse cases
 Strength of guidance and
counselling department
 School academic performance in
national exams

Teacher Characteristics
 Attitude towards work
 Role modelling
 Teaching experience

The conceptual framework presents independent variables such as drug and drug related
substances, school factors, student’s characteristics and teacher characteristics. The
independent variables and the intervening variables such as attitude towards drugs and
teachers attitudes towards drug have an effect on participation in learning among students as
manifested in delinquency, truancy, declining academic performance and school dropout
which are the dependent variables.

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 CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction
This chapter dealt with research design, location of the study, target population, sample size,
sampling procedures, research instruments, pilot study, instrument reliability, instrument
validity, data collection procedures and data analysis techniques. A discussion of each aspect
of the research methodology was given hereunder, beginning with research design.
3.2 Research Design
The study used descriptive survey design combining both qualitative and quantitative
research strategies .A survey is a method of collecting information by interviewing or
administering a questionnaire to a sample of individuals and it is the most frequently used
method for collecting information about people’s habits in a variety of education or social
issues. The study employed the survey design since the researcher intends to get the precise
information and make conclusive results regarding the effects of drug and substance abuse on
participation in learning and participation in institutions

3.3 Target Population

Target population is the population to which researcher wants to generalize the results of the
study. The research targeted all TVET institutions around Njoro sub county.
3.4 Sampling Procedures and Sample Size
Nine institutions constituting 30% of the 31 schools in Njoro sub county were sampled.
According to Mugenda & Mugenda (1999), atleast 10% of the target population is adequate,
for social science research. Purposive sampling was used in the selection of the nine schools.
purposive sampling is hand picking the cases to be included in the sample on the basis of
ones judgement of the typicality.
3.5 Research Instruments
The following research instruments were used to collect data in the study.
3.6 Questionnaires
Questionnaires were used for data collection because as Kiess and Bloomquist, (1985)
observed, a questionnaire offers considerable advantage in administration; It represents an
even stimulus potentiality to large numbers of people simultaneously and provides the
investigation with an easy accumulation of data. According to Orodho (2009) a questionnaire
is a suitable method of data collection because;
i. It has the ability to collect a large amount of information in a reasonably

10
 quick space of time.
ii. Respondents ‘anonymity ensures that they give honest answers.
iii. Questions are standardized thus everyone gets the same questions.

a) School Principal’s questionnaire

The researcher aimed at establishing whether there are cases of drug and substance abuse in
those schools. The questionnaire was used to seek information on the causes of drug and
substance abuse and the commonly abused drugs. The researcher also sought to know
whether students who take drugs experience difficulties in learning and their general
motivation towards learning.

b) Students’ questionnaire
The researcher developed a students’ questionnaire to enable her to collect data from the
students selected for study. This sought data on; the age of the student, gender, religious
affiliation, class, their parents’ education level and occupation, whether they have taken or
seen other students taking drugs in school, what make students take drugs, whether the
students who take drugs are affected in learning.
3.7 Pilot Study
Before visiting the schools for data collection a pre-testing of the questionnaires was
conducted using the two schools in the sub county but which were not included in the final
sample. The aim of the pilot study was to determine accuracy, clarity and suitability of the
research instruments and to check their validity and reliability.
3.8 Instruments’ Reliability
Reliability is defined as a measure of the degree to which a research instrument yields
consistent results or data after repeated trials (Mugenda and Mugenda 1999). Orodho
(2009) further notes that reliability of an instrument is the consistency in producing a reliable
result. Piloting enabled the researcher to test the reliability of the instruments and also to
familiarise herself with administration of the instrument.
Split-half technique of reliability testing was employed, where the test items were divided in
to two halves, each half was scored independently of the other with items of the two halves
matched on content and difficulty. A correlation coefficient was calculated using Pearson’s
formula;

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Product Moment Correlation:
𝑁 ∑ 𝑋𝑌−(∑ 𝑋)(∑ 𝑌)
r =

√{(𝑁 ∑ 𝑥2−(∑ 𝑥)2)(𝑁 ∑ 𝑌2−(∑ 𝑦)2)}

Where ∑ 𝑥= Sum of X scores

∑ 𝑦= Sum of Y scores

∑ 𝑥2= Sum of squared X raw scores

∑ 𝑦2= Sum of squared Y raw scores

∑ 𝑥𝑦= Sum of the products of paired X and Y raw scores N = Number of paired scores

3.9 Instruments’ Validity

Validity shows whether the items measure what they are designed to measure (Borg and Gall,
1989). According to Wilkinson (1991), a pilot study helps to identify those items that could
be misunderstood, and such items were modified accordingly thus increasing face validity.
Expert opinions, literature searches and pretesting of open ended questions help to establish
content validity. The researcher prepared the instruments in close consultation with her
supervisor whose expert judgement helped improve content validity.
3.10 Data Collection Procedures
The researcher obtained an introduction letter from rift valley institute of science and
technology and a research permit from the Ministry of Education (MoE). After which, the
researcher booked an appointment with the sample schools through the principal to visit the
schools and administer the questionnaires. The respondents were given instruction and
assured of confidentiality after which there was enough time to fill in the questionnaires. The
researcher then collected the filled- in questionnaire within stipulated time as agreed upon
with the respondents. The interview schedules were pre-arranged and appointments booked
with the principal who was interviewed as the researcher fills in the details in the interview
schedules.
3.11 Data Analysis Techniques
Once data was obtained from the field it was coded and analysed by computer using a
statistical software SPSS (Statistical Package for Social Sciences). It was then arranged and
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grouped according to relevant research questions, data was then summarised using
distribution tables, bar graphs and pie charts for all items.

After data collection using questionnaires the obtained information was arranged and grouped
according to the relevant research questions. The data was then organized, tabulated and
analysed in frequency table; ratios and percentages with the help of the statistical package for
social sciences (SPSS) software. According to Piel (1995), in data analysis percentages have
a considerable advantage over more complex statistics.

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 APPENDICES
APPENDIX I: QUESTIONNAIRE FOR STUDENTS
Dear Respondent,

I am Chepkirui Sharon a Certificate in ICT at Rift Valley Institute of Science and

Technology. This questionnaire is designed to gather information on the effects of drug and
substance abuse on participation in learning among trainees in TVET institutions in Nakuru
County. This research will aim at recommending on how to curb the drug abuse menace
that may make learning difficult among trainees in TVET institutions.

The information you give will be treated with confidentiality, therefore you will not be
required to indicate your names anywhere on this questionnaire as a measure of
confidentiality. The information provided will be used for the purpose of this study. I kindly
request you to fill the questionnaire. Your responses will be highly appreciated.

Section A: Demographic details (Tick (√) appropriately)

14
 APPENDIX II: QUESTIONNAIRE FOR SCHOOL PRINCIPAL

Dear Respondent,

I am Chepkirui Sharon an ICT student in the Department of ICT at Rift Valley Institute.
This questionnaire is designed to gather information on the effects of drug and substance
abuse on participation in learning among TVET institution, Nakuru County. This research
will aim at recommending on how to curb the drug abuse menace that may make learning
difficult among TVET institution.

The information you give will be treated with confidentiality, therefore you will not be
required to indicate your names anywhere on this questionnaire as a measure of
confidentiality. The information provided will be used for the purpose of this study. I kindly
request you to fill the questionnaire. Your responses will be highly appreciated.

Drug and substance Abuse among students

1. a) Do you experience cases of students engaging in drug abuse in your

institution?

1) Yes No

15
b) Indicate how frequently these drugs are used in your school by students.

No. Type of drug Very frequent Frequent 3 Fairly frequent 2 Not used
4 1

1 Alcohol (beer)
2 Tobacco
3 Opium
4 Heroin
5 Bhang
6 Glue
7 Gasoline
8 Cocaine
9 Miraa(Khat)
10 Kuber

2. Indicate the extent to which the factors /situations listed below influence
students to abuse drugs (tick the appropriate column)
Factors Very Influential Moderately Not
influential influential influential

4 3 2 1
1 Peer pressure
2 Family background e.g.
parent also drinks
3 Availability of the
drugs
e.g. availability of
money to buy
4 School failure
5 Frustrations at home
e.g.
16
 family breakup, conflict
with parents
6 Stress at home e.g. lack
of school fees, poverty
etc
7 Influence by mass media
8 To keep me awake so
as to read more

17
3. What are the effects of drugs on student’s motivation in learning?

4. Do you keep records of those students engaged in drug abuse?

1) Yes 2) No

5. What is the approximate number of students engaged in drug abuse in your

school?
1) Most 2) Average 3) Few 4) None

6. Whenever a student is found taking drugs, what steps do you take?

1) Suspension 2) Guidance and counselling while in school

3) Refer to counselling elsewhere 4) Ignore the student altogether

5) Other (specify)

7. Do you invite specialists to talk to students on the dangers of drug abuse?

1) Yes 2) No

8. To what extend have you noticed the effects of drug abuse on participation in
learning among students in your school from the list given below
Effects Severely Moderatel Not affected Don’t know

4 y 2 1
3
Declining grades
Truancy
School drop out
Bullying
Theft
Low concentration span

18
 Lack of interest in studying
Lack of interest in extra

curriculum activities
Strained relationship with

other students

9. Is there any drug assessment procedures in the school? 1 Yes No

10. What are some of the problems that you experience as a result of students`
involvement in drug and substance abuse?

11. What recommendations can you give to minimize drug abuse in school?

19
Thank you for your co-operation and assistance

20
 CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATIONS
4.1 Introduction
This chapter presents analysis of the data on the effects of drug and substance abuse on
participation in learning among TVET institutions Nakuru County, Kenya. The chapter also
provides the major findings and results of the study and discusses those findings and results
against the literature reviewed and study objectives. The data is mainly presented in
frequency tables, means and standard deviation.
4.1.1 Response Rate
The study targeted TVET institutions in Nakuru County. However only two TVET
institutions responded and returned their questionnaire contribution to 74.07%responce rate.
According to Mugenda and Mugenda (1999) a response rate of 50% is adequate for analysis
and reporting; a rate of 60% is good and a response rate of 70% and over is excellent;
therefore, this response rate was adequate for analysis and reporting.
4.1.2 Reliability Analysis
Prior to the actual study, the researcher carried out a pilot study to pretest the validity and
reliability of data collected using the questionnaire. The pilot study allowed for pre-testing of
the research instrument. The results on reliability of the research instruments are presented in
Table 4.1.
Table 4.1: Reliability Coefficients

Scale Cronbach's Alpha Number of Items

Drugs and drug related substances 0.784 15

Students characteristics 0.849 8

Family background 0.735 10

School factors 0.746 13

Teacher Characteristics 0.823 7

The reliability of the questionnaire was evaluated through Cronbach’s Alpha

which measures the internal consistency. The Alpha measures internal consistency by

21
establishing if certain item measures the same construct. Cronbach’s Alpha was established
for every objective in order to determine if each scale (objective) would produce consistent
results should the research be done later on. The findings of the pilot study shows that all the
four scales were reliable as their reliability values exceeded the prescribed threshold of 0.7
(Mugenda and Mugenda, 2003).
4.2 Demographic Data of Students (Student Characteristics)
This section comprises the demographic information of the respondents including the age and
gender of the respondents.

Age of the Respondents

The findings on age by various age brackets of the respondents are presented in

Table 4. 2.

Table 4.2: Age of the Respondents

Frequency Percentage

19-21years 1000 90.1

21years and above 50 9.9

Total 1050 100.0

The analysis in Table 4.2 indicates that, 93.2% of the respondents were between 16-18 years,
6.1% were between 19-21 years and 0.8% were 21 years. This is in line with the normal
expected age for Form Three (3) students.

Gender of students

The findings on the gender of the respondents are presented in Table 4. 3.

22
Table 4.3: Gender of the Respondents

Frequency Percentage

Male 700 58.3

Female 350 41.7

Total 1050 100.0

The analysis in Table 4.3 indicates that 58.3% of the respondents were male and
41.7 % were female. This is in line with the education trend in Kenya where there are more
male students’ enrolments in secondary schools than female students.
4.3 Family Background
This section has given the findings on the family background as indicated by whom the
students live with and the religion of the respondents.

People who stayed and lived with students

The findings on who the students live with are represented in Table 4.4.

Table 4.4: Who the Students Live With

Frequency Percentage

Parents 700 81.8

Guardian 200 611.4

Relatives 150 6.8

Total 1050 100.0

The analysis in Table 4.4 indicates that 81.8% of the respondents lived with their parents,
11.4% lived with their relatives and 6.8% lived with guardians. Students can take to drug
abuse depending on the commitment of the person they live with to look out on their
activities at home and away from home and the friends that the students keep. This is in line
with Ndetei (2004) who noted that the family setup of a child influences his or her habits. If
23
a child is borne of a drug addict then there is a likelihood of the same habits being
transferred.

Religion of the Respondents

The findings on the religion of the respondents are represented in Table 4.5.

Table 4.5: Religion of the Respondents

Frequency Percentage

Catholic 61 46.2

Protestant 69 52.1

Muslim 2 1.7

Total 132 100.0

The analysis in Table 4.5 indicates that 52.1% of the respondents are Protestants, 46.2% of
the respondents are catholic and 1.7% of the respondents are Muslim. This can be attributed
to the fact that there are many protestant churches in the area
4.4 Commonly Abused Drugs
The first objective of the study sought to find out the frequency of drug abuse in schools and
the frequency of certain drugs in the schools. The findings on the frequency of drug abuse in
schools are indicated in Table 4.7 as indicated by the students.

Table 4. 7 Frequency of drug abuse in schools

Frequency Percentage

Very frequently 0 0.0

Frequent 150 10.6

Moderately frequent 350 18.9

Not frequent 500 63.6

I do not know 50 6.8

Total 1050 100.0

24
The analysis in Table 4.7 indicates that 63.6% of the respondents indicated that the
frequency of drug abuse in schools was not frequent, 18.9% indicated that frequency of drug
abuse in schools was moderately frequent, 6.8% indicated that they did not know frequency
of drug abuse in schools. According to the principals the drugs that are frequently used in
schools are presented in Table 4.8.

Table 4. 8 Frequency of Various Drugs Use in School

Mean Standard Deviation

Alcohol (beer) 2.632 1.414

Tobacco 2.122 0.500

Bhang 2.106 1.113

Miraa (Khat) 2.064 0.645

Glue 1.321 0.587

Kuber 1.254 0.753

Opium 1.153 0.506

Cocaine 1.123 1.003

Gasoline 1.008 0.682

Heroin 1.002 0.577

According to the results in Table 4.8, the respondents indicated that alcohol was frequently
used in the schools as indicated by a mean of 2.632. The respondents also indicated that
tobacco, bhang, miraa were fairly frequently used as expressed by a mean of 2.122, 2.106 and
2.064 respectively. In addition the respondents indicated that glue, kuber, opium, cocaine,
gasoline and heroin were not used as expressed by a mean of 1.321, 1.254, 1.153, 1.123,
1.008 and 1.002respectively.

The findings indicate that alcohol was frequently used in the schools and this can really affect
the performance of the students especially the ones engaging in it because their concentration
in class may be affected by the aftermaths of alcohol taking such as hangover.

25
26
4.5 Causes of Drug Abuse in Schools

The second objective sought to establish the causes of drug abuse among students. The
findings on the extent to which various factors influence students to abuse drugs as expressed
by students are indicated in Table 4.9.

Table 4. 9 Extent to which various factors influence students to abuse drugs

Standard

Factors Mean Deviation

Stress at home 2.834 0.822

Availability of money to buy drugs 2.621 0.546

Family background for example parent also

Drinks 2.564 0.757

Peer pressure 2.453 0.655

School failure 2.325 0.655

Influence by mass media 1.048 0.708

To keep me awake so as to read more 1.009 0.572

The findings summarized in Table 4.9 show that, the respondents indicated that stress at
home such as lack of school fees, availability of money to buy and family background, parent
also drinks were influential to the students abuse of drugs as expressed by a mean of 2.834,
2.621 and 2.564 respectively. The respondents also indicated that peer pressure and school
failure were moderately influential to the students abuse of drugs as expressed by a mean of
2.453 and 2.325 respectively. In addition, the respondents indicated mass media and
students’ desire to stay awake so as to read more were not influential to the students’ abuse of
drugs as expressed by a mean of1.048 and 1.009 respectively. This is in line with Kaguthi
(2004) who argues that poverty tends to be a characteristic of social deviants including drug
abusers. This is what comes to be called economic explanation of deviant’s behaviour.

Further students were asked to relate statements on the likely reasons why students abuse
27
drugs. The results on their responses to various statements on drug abuse are summarized in
Table 4.10

Table 4. 10 Agreement of the students with various statements on drug abuse

Mean Standard Deviation

Some of my friends take drugs 4.567 0.757

I use drugs because of home problems 4.235 0.655

I know about drugs from my friends 4.124 0.655
I take drugs because my parents also take 3.973 0.708
Many students are involved on one drug or

Another 3.671 0.764

I use drugs to cope with stress 3.578 0.546

I take drugs to belong to my friends 3.346 0.804
I take drugs to gain strength 1.564 0.822

The findings summarized in Table 4.10 show that, the respondents strongly agreed some of
their friends take drugs as expressed by a mean of 4.567. The findings also show that the
respondents agreed they use drugs because of home
problems, they know about drugs from their friends, they take drugs because their parents
also take, many students are involved in one drug or the other drug and that they use drugs to
cope with stress as indicated by a mean of 4.235, 4.124, 3.973, 3.671 and 3.578 respectively.
The study also found out that the respondents were undecided on taking drugs in order to be
accepted by their friends as expressed by a mean of 3.346. Further the study found out that
the respondents disagreed that they take drugs to gain strength as expressed by a mean of
1.564.

Additional information on school factors that cause students to abuse drugs is contained in
Table 4.11. This information was elicited from students. The study sought to find out the
agreement level with the contribution of various school factors to drug abuse among students.
The results are indicated in table 4.11 as expressed by the students.

28
Table 4. 11: Contribution of various school factors to drug abuse

Standard Deviation
School Factors Mean
Poor role modelling by teachers 4.391 0.679
Failure in school academic performance 4.002 0.524
Conflict between students and teachers? 3.873 1.414
Perceptions of approval of drug using behavior 3.277 1.247
Ineffective classroom teaching 3.217 0.545
Poor communication between students and the
Administration 2.764 0.576

The analysis in Table 4.11 show that, the respondents agreed that poor role modelling by
teachers, failure in school academic performance and conflict between students and teacher
contributed to drug abuse among students as expressed by a mean of 4.391, 4.002 and 3.873
respectively. The respondents were undecided on the contribution of perceptions of
approval of drug using behaviour, ineffective classroom teaching and poor communication
between students and the administration to drug abuse among students as expressed by a
mean of 3.277, 3.217 and 2.764 respectively. The findings correlate with Kandel (1980) who
argued that school environment also plays a part in deviant behaviour including drug abuse.
School activities are a focal point for adolescents` behaviour.
Dishion et al (1999) posits that some school risk factors that can influence students to drug
and substance abuse are: inappropriate classroom behaviour such as aggression and
impulsivity, academic failure and poor social copping skills. King’ala (2000) noted that how
the school administration manages student`s affairs may lead to drug abuse. High
handedness, harsh treatment, lack of freedom and student`s failure to have their grievances
addressed creates stress which can lead to abuse of drugs.
The study also wanted to find out the views of the respondents about the factors in the
community that lead or enhance the taking of drugs by students in the schools. The
respondents indicated that factors such as drugs are readily available in the community; when
parents take drugs too; poor companies in the village may influence some students to take
drugs especially in holidays, some families sell the drugs, some bars are built near the
schools, drug peddling in the community and some bar attendants allow under age students to
29
enter the bars.

The students recommended that the government should ensure that bars do not sell alcohol to
under age persons; parents should be stricter with their children and monitor their activities,
parents should ensure that their children maintain friends who are not into drug abuse,
parents should also talk and counsel their children about the dangers of drug abuse and the
effects associated with the same, teachers should give advices to the students, there should be
an improvement in guidance and counselling sector, students should avoid bad company,
there should be spiritual guidance to students from teachers, priests and pastors about drugs
and their effects .
4.6 Prevalence of Drug and Substance Abuse in Schools
The third objective sought to find out the prevalence of drug and substance abuse in schools.
Information on this matter was provided by the principals. The information from the
principals on frequency of drug abuse is contained in Table 4.12

Table 4. 12 Prevalence of Drug and Substance Abuse in Schools

Frequency Percentage
Yes 8 100
No 0 0
Total 8 100

The analysis on Table 4.12 indicates that all the respondents (principals) had experienced
cases of drug abuse by students in their schools. In addition principals were asked to
indicate whether they kept records of the students that were involved in abusing drugs. The
findings on keeping of records of those students engaged in drug abuse are indicated in Table
4.13

Table 4. 13 Records of those students engaged in drug abuse

Frequency Percentage

Yes 7 87.5

No 1 12.5

Total 8 100

30
The analysis on Table 4.13 indicate that, majority of the respondents (87.5%) kept records of
those students engaging in drug abuse and 12.5% of the respondents did not keep records
of those students engaging in drug abuse.

Finally principals were requested to approximate the number of students that were involved
in (Drug taking). The findings on the approximate number of students engaging in drug abuse
are indicated in Table 4.14

Table 4. 14 Approximate number of students engaged in drug abuse

Frequency Percentage
Most 0 0
Average 2 25
Few 6 75
None 0 0
Total 8 100

According to the findings on Table 4.14, majority of the respondents (75%) indicated that the
approximate number of students engaged in drug abuse was few while 25% of the
respondents indicated that the approximate number of students
engaged in drug abuse was average.
4.7 Effects of Drug Abuse in Schools on participation in learning
The fourth objective sought to find from students the likely effects of drug abuse on students’
participation in learning. The findings on the effects of drugs abuse on participation in
learning among students in the schools are indicated in Table
4.15 as expressed by the principals and students.

31
Table 4. 15: Principals reports on Effects of drugs abuse on participation in learning
among students in the schools

Effects Mean Standard Deviation

School drop out 3.424 0.298

Strained relationship with other

Students 3.005 0.464

Lack of interest in studying 2.789 0.457

Low concentration span 2.594 0.493

Declining grades 2.578 0.49

Lack of interest in extra curriculum

Activities 2.387 0.298

Theft 2.354 0.493

Bullying 1.647 0.661

Truancy 1.231 0.298

The results on the effects of drugs abuse on participation among students in the schools in
Table 4.15 indicate that the effect of drugs abuse on participation in learning among students
in the schools was severe on school dropout, strained relationship with other students, lack of
interest in studying, low concentration span and declining grades as expressed by a mean of
3.424, 3.005, 2.789, 2.594 and 2.578 respectively. The study also found that effect of drugs
abuse on participation in learning among students in the schools in terms of interest in extra
curriculum activities, theft and bullying as expressed by a mean of 2.387, 2.354 and 1.647
respectively was low. In addition the study found out that effect of drugs abuse also included
truancy as expressed by a mean of 1.231. These findings correlate with those of Hawkins,
Calatano and Miler (1992).

More information on the influence of drug abuse on participation on learning was provided
by students. The results on the effects of drug abuse experienced by the students are
32
summarized in Table 4.16

Table 4. 16 Effects of drug abuse experienced by the students

Effect Mean Standard Deviation

Anxiety 3.042 0.781

Headache 2.786 0.971

Sleepy 2.643 0.789

Confused 2.574 0.876

Vomiting 2.546 1.113

Nervousness 2.423 1.457

Red eyes 2.236 1.124

Lack of co-ordination 2.202 1.157

Tiredness / fatigue 2.096 0.678

The results on the effects of drug abuse experienced by the students in Table 4.16 indicate
that anxiety, headache, sleepy, confused and vomiting were serious effects of drug abuse that
the respondents experienced as expressed by a mean of 3.042, 2.786, 2.643, 2.574 and 2.546
respectively. In addition, the study found out that nervousness, red eyes, lack of co-ordination
and feeling tired were moderate effects of drug abuse as indicated by a mean of 2.423,
2.236, 2.202 and 2.096 respectively. This is in agreement with United Nations (2005) view
that cognitive and behavioural problems experienced by alcohol-and Drug-using youth may
interfere with their academic performance and also present obstacles to learning. Again drugs
abused effect the brain; this result in major decline in the functions carried out by the brain.
According to Abot (2005) drugs affect the students’ concentration span, which is further
drastically reduced setting in boredom sets in much faster than for non-drug and substance
abusing students. The student who abuses drugs is likely to lose interest in school work
including extra curriculum activities.

Steps that schools take on students found taking drugs

The study found out that all the schools suspended students found taking drugs. The study
also found that 5 schools (62.5%) offered guidance and counselling to the students found
taking drugs and 3 (37.5%) schools referred the student to counselling elsewhere.

33
Attendance of guidance and counselling against drugs in schools by students

The findings on the attendance of guidance and counselling against drugs in schools by
students are represented in Table 4.17.

The principals of schools were asked to indicate the steps they used to deal with students who
were involved in drug taking. Their responses are contained in Table 4.17

Table 4.17 Attendance of guidance and counselling against drugs by students

Frequency Percentage

Attended 88 66.7

Not Attended 44 33.3

Total 132 100.0

The analysis in Table 4.17 indicates that 66.7% of the respondents had attended guidance and
counselling against drugs in their schools while 33.8% of the respondents had not attended
guidance and counselling against drugs in their schools

34
 CHAPTER FIVE
SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
The chapter provides the summary of the findings from chapter four, and it also gives the
conclusions and recommendations of the study based on the objectives of the study. The
objective of this study was to assess the effect of drug and substance abuse on participation in
learning among TVET institutions in Njoro subcounty in Kenya.
5.2 Summary
The study found out that most of the students (81.8%) lived with their parents. Most of the
students (93.2%) were between the ages 19-21 years. Most of the student families’ religion
(52.1%) was protestant. The study found out that all the schools suspended those student
found taking drugs. The study also found that most schools (62.5%) offered guidance and
counselling to the students. Most of the students (66.7%) had attended guidance and
counselling against drugs in their schools.

The study found out that all the principals had experienced cases of drug abuse by students in
their schools. Majority of the principals (87.5%) kept records of those students engaging in
drug abuse. The approximate number of students engaged in drug abuse were few as
indicated by 75% of the principals. Most of the principals invited specialists to talk to
students on dangers of drug abuse. The study also found out that alcohol was frequently used
in the schools as indicated by a mean of 2.632. The study also found out that stress at home
e.g. lack of school fees, frustrations at home e.g. family breakup, conflict with parents;
availability of the drugs e.g. availability of money to buy; and family background e.g. parent
also drinks were influential to the students abuse of drugs as expressed by a mean of 2.834,
2.751, 2.621 and 2.564 respectively. The effect of drugs abuse on participation among
students in the schools was moderate on school dropout, strained relationship with other
students, lack of interest in studying, low concentration span and declining grades as
expressed by a mean of 3.424, 3.005, 2.789, 2.594and 2.578 respectively. Most of the
students (63.6%) indicated that drug abuse in the schools was not frequent.

The study found out that anxiety, headache, sleepy, confused and vomiting were serious
effects of drug abuse that the students experienced as expressed by a mean of 3.042, 2.786,
2.643, 2.574 and 2.546 respectively. The students strongly agreed that some of their friends
35
take drugs as expressed by a mean of 4.567. Further, the study found out that poor role
modelling by teachers, failure in school academic performance and conflict between students
and teacher contributed to drug abuse among students as expressed by a mean of 4.391, 4.002
and 3.873 respectively.

36
5.3 Conclusions

On basis of the findings, the following conclusions have been made. These include:

1. All the principals had experienced cases of drug abuse by students in their schools.
Majority of the principals (87.5%) kept records of those students engaging in drug
abuse.
2. All the schools suspended students who were found taking drugs.
3. The study concluded that most of the schools offered guidance and counselling to the
students and that most of the students had attended guidance and counselling against
drugs in their schools.
4. Alcohol was the frequently abused drug in the schools as expressed with a mean of
2.632.
5. Stress at home for instance lack of school fees, frustrations at home, family breakup,
and conflict with parents; availability of the drugs, availability of money to buy; and
family background for example the parent also drinks contributed to the students’
abuse of drugs.
6. The study concluded that drug abuse among the students caused dropping out of
school, strained relationship with other students, lack of interest in studying, low
concentration span and declining grades.

7. The study concluded that anxiety, headache, feeling sleepy, confused and vomiting
were serious effects of drug abuse that the students and that the students have friends
who take drugs.
8. Finally the study concluded that poor role modelling by teachers, failure in school
academic performance and conflict between students and teacher contribute to drug
abuse among students.

37
5.4 Recommendations
The study recommends that:

1. All schools should set up guidance and counselling offices facilitated by professionals
to counsel students who indulge in drug abuse. This will help take care of the
students with emotional needs that they wish to share in confidence but lack the
platform to do so and in return end up turning to drug abuse. Principals also should
invite specialists often to talk to students on dangers of drug abuse.
2. Parents and teachers should discourage and be firm in ensuring that the students do
not take alcohol which is the most abused in the schools.
3. Parents should handle their issues like breakups in a better manner to avoid
hurting the children and avoid conflict with the children which can lead to them
engaging in drug abuse.
4. The parents should also ensure they do not give so much money to their children and
if they do so they should ensure that the money is put into constructive use. The fact
that some students have access to a lot of money tempts them to buy drugs.

5. Parents and teachers should monitor the company that the students keep to ensure
they do not involve themselves with students or non-students who abuse drugs.
6. That teachers should set a good example to the students. They should avoid
going to school when they are drunk or using other drugs in the presence of the
students. They should also work to have better relationships with the students.

5.5 Suggestions for Further Research

A similar study could be carried out in other counties to find out whether the same results
will be obtained so as to allow for generalization of results.

38
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