1.1 Introduction
Substance abuse is the habitual taking of addictive or illegal drugs. Drug abuse often refers to the use of substances in a manner that is harmful to the individual's physical and mental health, as well as their social and academic functioning (National Institute on Drug Abuse, 2020). The consequences of drug abuse on students' academic performance are profound and multifaceted. Firstly, substance abuse impairs cognitive functions, including memory, attention, and decision-making skills, which are essential for academic success. Research indicates that students who abuse drugs often exhibit a decline in grades, increased absenteeism, and a higher likelihood of dropping out of school (Johnston et al., 2021).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The 1990s and early 2000s saw a shift towards investigating the specific impact of drug abuse on academic performance. As education systems worldwide placed greater emphasis on academic achievement and standardized testing, the detrimental effects of drug use on cognitive and academic outcomes became a focal point. Studies revealed that substance abuse impaired cognitive functions essential for learning, such as memory, attention, and executive functioning, leading to poorer academic performance and increased dropout rates (Brook, Adams, Balka, & Johnson, 2002).
The advent of new technologies and methodologies in the 21st century allowed for more sophisticated research into the neurobiological underpinnings of drug abuse and its impact on the brain. Advances in neuroimaging techniques provided insights into how substances like marijuana, cocaine, and prescription stimulants affect brain structure and function, further elucidating the link between drug abuse and academic difficulties (National Institute on Drug Abuse, 2010). Longitudinal studies have been crucial in demonstrating the long-term effects of adolescent drug abuse on academic and career outcomes. Research has shown that students who engage in substance abuse are more likely to experience ongoing academic challenges, lower educational attainment, and reduced employment prospects in adulthood (DuPont et al., 2013).
In recent years, the opioid crisis and the legalization of marijuana in various regions have prompted renewed interest in understanding the specific impacts of these substances on student populations. The focus has expanded to include not only illicit drugs but also the misuse of prescription medications, highlighting the evolving nature of substance abuse among students (Volkow, 2014).
Historically, drug abuse has been associated with various social, economic, and cultural factors. In recent years, the increasing availability and variety of substances, coupled with changing social norms and attitudes towards drug use, have exacerbated the problem. The adolescent population, in particular, is at high risk due to their developmental stage, which is characterized by experimentation and a heightened sensitivity to peer influence (Hawkins, Catalano, & Miller, 1992).
One of the primary drivers of drug abuse among students is peer pressure. Adolescents are often influenced by their peers to engage in risky behaviors, including drug use, to gain acceptance or enhance their social standing. According to a study by Steinberg (2007), the desire to fit in and be perceived as "cool" can significantly increase the likelihood of substance use among teenagers.
Another contributing factor is the academic environment itself. The pressures of academic performance, competition, and the pursuit of excellence can lead some students to turn to drugs as a means of coping with stress or enhancing cognitive performance. For instance, the misuse of prescription stimulants, commonly referred to as "study drugs," is prevalent among students striving to improve their concentration and productivity (Arria & DuPont, 2010).
Family dynamics also play a crucial role in the propensity for drug abuse. Adolescents from families with a history of substance abuse, lack of parental supervision, or high levels of conflict are more likely to engage in drug use. Family environments that fail to provide emotional support or set clear expectations and boundaries can leave students vulnerable to external influences (Kumpfer & Bluth, 2004).
The consequences of drug abuse on academic performance are well-documented. Substance abuse can lead to cognitive impairments, including difficulties with memory, attention, and executive functioning, all of which are critical for academic success. Students who abuse drugs are more likely to experience a decline in academic performance, increased absenteeism, and higher dropout rates. Furthermore, drug abuse can lead to behavioral issues, such as increased aggression and disciplinary problems, which further disrupt the educational process (McCabe et al., 2005).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Substance Abuse Causes and their Impact on Academic Performance in Students.
1.3 Statement of Problems
Investigation revealed that drug abuse among students is a pervasive issue that poses significant challenges to their academic performance and overall well-being. Despite numerous efforts to address this problem, it remains a critical concern for educators, parents, and policymakers. The complexity of drug abuse is underscored by its multifaceted causes, which include peer pressure, academic stress, and family dynamics. Peer pressure is a significant factor, as adolescents are highly influenced by their social circles and may engage in drug use to fit in or gain acceptance. Research indicates that the desire to be part of a group can lead students to experiment with and regularly use substances (Steinberg, 2007).
Academic stress also contributes to drug abuse among students. The high demands of schoolwork, the pressure to achieve good grades, and competition for college admissions can drive students to use substances as a coping mechanism or to enhance their academic performance. The misuse of prescription stimulants, for example, has become increasingly common among students seeking to improve concentration and productivity (Arria & DuPont, 2010). This behavior not only jeopardizes their health but also creates a false sense of dependence on substances for academic success.
The consequences of drug abuse on academic performance are profound and far-reaching. Substance abuse impairs cognitive functions such as memory, attention, and decision-making skills, all of which are critical for academic success. Students who abuse drugs are more likely to experience a decline in grades, increased absenteeism, and a higher likelihood of dropping out of school. Additionally, drug abuse can lead to behavioral issues, such as increased aggression and disciplinary problems, further disrupting the educational process (McCabe et al., 2005). These academic challenges have long-term implications, affecting students' future educational and career opportunities. Hence, it is against this backdrop that this study aims to investigate the Substance Abuse Causes and their Impact on Academic Performance in Students.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the Substance Abuse Causes and their Impact on Academic Performance in Students. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the primary causes of drug abuse among students, including peer pressure, academic stress, and family dynamics;
- To investigate the long-term academic and career implications of drug abuse initiated during the student years;
- To explore the behavioral and disciplinary consequences of drug abuse within the school environment; and
- To assess the impact of drug abuse on students' cognitive functions, such as memory, attention, and decision-making skills.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Can educators, parents, and policymakers implement strategies to prevent and address drug abuse among students?
- Does peer pressure influence the likelihood of students engaging in drug abuse?
- What are the primary causes of drug abuse among students?
- What are the long-term academic and career implications for students who engage in drug abuse?
- How does drug abuse affect cognitive functions such as memory, attention, and decision-making skills in students?
- What are the behavioral and disciplinary consequences of drug abuse within the school environment?
- What is the correlation between drug abuse and academic performance indicators such as grades, attendance, and dropout rates?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Students who abuse drugs are not likely to exhibit behavioral and disciplinary problems within the school environment.
- H1: Students who abuse drugs are more likely to exhibit behavioral and disciplinary problems within the school environment.
Hypothesis Two
- H0: There is no significant correlation between drug abuse and lower grades, higher absenteeism, and increased dropout rates.
- H1: There is a significant correlation between drug abuse and lower grades, higher absenteeism, and increased dropout rates.
1.7 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- For educators, this study provides critical insights into the underlying causes of drug abuse among students, enabling them to develop targeted prevention and intervention strategies. Understanding how substance abuse affects cognitive functions and academic performance will help educators design supportive learning environments and offer tailored assistance to at-risk students.
- For parents, the research highlights the importance of family dynamics and parental involvement in preventing drug abuse. By identifying specific family-related risk factors, parents can be better informed about the ways to foster a supportive and drug-free home environment, ensuring their children's well-being and academic success.
- For policymakers, the findings offer valuable data to inform policy decisions and resource allocation. Effective policies can be developed to address the root causes of drug abuse in schools, promoting comprehensive educational programs, mental health support, and community initiatives aimed at reducing substance abuse and its impact on academic performance.
- For healthcare professionals, the study underscores the need for early detection and treatment of substance abuse issues among students. It highlights the cognitive and behavioral consequences of drug abuse, guiding healthcare providers in developing appropriate intervention and rehabilitation programs that address both the physical and psychological aspects of addiction.
- For students, the research emphasizes the long-term academic and career implications of drug abuse, raising awareness about the potential risks and consequences. By understanding the factors that lead to substance abuse and its detrimental effects, students can make informed decisions and seek support when needed, ultimately fostering a healthier and more productive academic experience.
1.8 Scope of Study
This scope of this research is focused on the Substance Abuse Causes and their Impact on Academic Performance in Students using Some selected Schools in Warri-South Local Government Area as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Drug Abuse:
It refers to the habitual taking of addictive or illegal drugs. Drug abuse often refers to the use of substances in a manner that is harmful to the individual's physical and mental health, as well as their social and academic functioning (National Institute on Drug Abuse, 2020).
Academic Performance:
The extent to which a student, teacher, or institution has achieved their short or long-term educational goals. Academic performance is often measured by grades, test scores, and graduation rates (York, Gibson, & Rankin, 2015).
Peer Pressure:
The influence exerted by a peer group on its individual members to fit in with group expectations and behaviors. This can often lead to students engaging in activities, such as drug use, that they might not otherwise consider (Steinberg, 2007).
Academic Stress:
The anxiety and stress related to academic demands and expectations. This includes pressures to achieve high grades, meet deadlines, and excel in a competitive educational environment (Kadapatti & Vijayalaxmi, 2012).
Family Dynamics:
It is the patterns of interaction and relationships within a family, including communication, roles, and emotional connections. Family dynamics can significantly influence a student's behavior and susceptibility to drug abuse (Kumpfer & Bluth, 2004).
Cognitive Functions:
It is the mental processes that include thinking, memory, learning, and decision-making. These functions are essential for academic success and can be impaired by drug abuse (Brook et al., 2002).
