Vol.

4 · January 2010 · ISSN 20123981

National Peer Reviewed Journal JPAIR Multidisciplinary
National Journal
Peer Reviewed Journal

Implementation and Effectiveness

of Drug Education Program
of Saint Joseph Institute of Technology

FERNANDO T. HERRERA
[email protected]
Saint Joseph Institute of Technology
Butuan City, Philippines

Date Submitted: November 21, 2009

Date Revisions Accepted: December 16, 2009

Abstract - The study endeavoured to determine

the level of implementation and level of effectiveness
of Drug Education Program (DEP) of Saint Joseph
Institute of Technology as basis for Drug Education
Program enhancement of the institution. The study
used the descriptive design. Results revealed that DEP
in the school was fully implemented as evidenced
by its inclusion in the curriculum and provision of
relevant resources which aimed to nurture, build
resilience and wellbeing, and support the development
of emotional intelligence and social competency of
the students. Announcement or publication, trainings
among faculty ,information drive through relevant
symposium or fora, and monitoring and evaluation
were highly implemented for students to gain
awareness and adequate information concerning
the ill effects of unlawful drugs. Most of the student
respondents admitted that the knowledge they gained
out of the Program has nothing to do with changing
their behaviour, but they claimed that the Program

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has helped them become more aware of the effects of

drugs to their behaviour once influenced or enslaved
by drugs.

Keywords - Implementation, effectiveness, Drug

Education Program, SJIT

INTRODUCTION

Drug abuse among the youth is not a new problem in our nation,
but rather, one that has grown steadily in recent years and has
resisted our best efforts to combat it (Johnston, 1996). How drugs has
taken foothold in our society is the absence of massive and serious
information and education about its ill effects. The Filipino people,
specially the youth were taken captive in a surprise due to absence
of exact education and knowledge about drugs. All they knew about
drugs was a gateway to happiness and stairway to heaven. And it was
too late when the drug users realized that drugs has already chained
them to wanting more and more of it until their physical well being
has fallen to degradation and destruction. Drugs has burned millions
of human brain cells and have died through lung cancer, ulcer, heart
disease and others fell to zcysophrenia (derived from the speech of
P/Supt. Glenn Dichosa dela Torre, Regional Director, PDEA RO XIII,
May 25, 2005).
There is a growing body of evidence suggesting that drug-related
risk share common causal pathways with other health and social
outcomes such as youth suicide, social dislocation, mental and sexual
health problems, and that prevention and early intervention along
these pathways can make a difference across those outcomes. The
potential for drug-related damage to affect young people is influenced
by a range of factors that occur in the many different domains of their
lives, including the community, family and school. Schools can and do
make a difference, not only through their programs but also through
the opportunities for learning and support that they bring to their
students. In any consideration of school drug education, it needs to be
kept in mind that schools can contribute to, but not be expected to or

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be held fully accountable for, preventing or reducing students’ drug

use (Milgram, 1987).
The anti-drug campaign through effective Drug Education
Program plays an important role in the realization of the country’s goal
for drug-free nation. To ensure effective mechanism, the school has
to do proper implementation of the programs in terms of integrating
drug education in the school curriculum, trainings among faculty,
publication, promotion of drug prevention and awareness through
relevant activities, randomized drug test and even monitoring
and evaluation which are key factors in carrying out the drug-free
environment.
A school’s drug education programs, policies and practices need
to be underpinned by evidence-based practice. Schools draw on
current theory and research to plan and effectively implement their
drug education and to determine through evaluation if plan and
its implementation has been effective. Schools clearly determine
educational outcomes for their drug education that are relevant to
the school context and seek to contribute to minimizing drug related
problems. Schools practice drug education within a whole school
approach to promoting health and well-being for all students and
staff, rather than in isolation. In using this broad based, schools should
have comprehensive approach and integrate activities related to drug
education across disciplines. This approach provides schools with
a coherent framework for their drug education practice (Fox, C. L.,
Forbing, S. E., and Anderson, P. S., 1988).
Saint Joseph Institute of Technology is an institution of higher
learning committed to take part of the nation-wide call for drug-
free nation. For many years, the school takes part of addressing the
nation-wide call through integration of drug education core concepts
in the school curriculum and is actively involved with many relevant
activities to promote a healthier academic community. Hence, the
conduct of this study is one mechanism and avenue that the school has
expressed its support to the government and to the greater number
of youth. Results of this study served as basis for Drug Education
Program enhancement.

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FRAMEWORK

There is an increasing recognition of the need for comprehensive

approaches in tackling drug use problems in young people. It is now
recognized that there are multiple layers to drug use, involving the
individual, their relationships to peers, family, school and community,
as well as broader structural factors, all of which interconnect and
are relevant to a young person’s health outcomes. Programs, policies
and the extent of implementation need to be evaluated. Further, safe
and supportive school climate, in which all students have a sense
of belonging and can participate and contribute, is also needed. A
nurturing environment can be a strong protective factor against a
number of high-risk behaviors in young people’s lives. An inclusive
school fosters collaborative relationships with students, staff, families
and the broader community, providing opportunities for relevant
drug education and partnerships with parents, external agencies and
services.
Schools are encouraged to provide a multi-dimensional response
that seeks to foster positive social networks and support structures
within which young people have clear expectations for their conduct
as well as opportunities to participate in the life of the school and the
broader community. A whole school approach requires moving beyond
traditional notions of a teacher being responsible for drug education
lessons within the health curriculum. The school executive, staff and
all teachers have a role to play. A class program becomes part of a
system-wide approach that seeks a comprehensive response across the
school’s policies, practices and programs. Nurturing a positive climate
and relationships across the school community is as fundamental to
addressing drug-related harm for young people as is determining
appropriate classroom programs (Tricker and Davis, 1988).
The following principles promote a comprehensive approach to
drug education program:
Principle 1: Base drug education on sound theory and current
research-based evidence and use of evaluation to inform decisions.
Drug education needs to be based on what works. Evidence-based
practice within a school involves staff: using current theory and research
to determine programs that are appropriate to their students; staying

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informed about effective curriculum practice; applying professional

judgment to implement and monitor programs; and evaluating
outcomes to determine their impact. Regular evaluation of the school’s
drug education processes and outcomes is critical, providing evidence
of the value of activities and informing future school practice.
Principle 2: Embed drug education within a comprehensive
whole school approach to promoting health and wellbeing. Tackling
drug-related issues in isolation and only at a classroom level is less
likely to lead to positive outcomes. Drug education activities are best
understood and practiced as part of a comprehensive and holistic
approach to promoting health and wellbeing for all students. Through
a whole school approach schools can provide a coherent and consistent
framework for their policies, programs and practices.
Principle 3: Establish drug education outcomes that are appropriate
to the school context and contribute to the overall goal of minimizing
drug-related harm. When schools establish agreed goals and outcomes
for drug education they have a common understanding for consistent
and coordinated practice. The process of ensuring that those goals and
outcomes are clear and realistic supports schools in achieving targets
within their sphere of influence.
Principle 4: Promote a safe, supportive and inclusive school
environment as part of seeking to prevent or reduce drug-related harm.
A safe and supportive school environment is protective for young
people against a range of health related risks, including substance use
problems. A positive climate within and beyond the classroom fosters
learning, resilience and wellbeing in students and staff. An inclusive
school provides a setting where students, staff, families and the
broader community can connect and engage in meaningful learning,
decision-making and positive relationships.
Principle 5: Promote collaborative relationships between students,
staff, families and the broader community in the planning and
implementation of school drug education. Schools that use collaborative
processes whereby students, staff, families and the broader community
are consulted, are more likely to provide relevant and responsive drug
education. Broad approaches that integrate school, family, community
and the media are likely to be more successful than a single component
strategy. Strong relationships with families, external agencies and the

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broader community can enhance students’ sense of connectedness,

and support access to relevant services.
Principle 6: Provide culturally appropriate, targeted and responsive
drug education that addresses local needs, values and priorities. Drug
education needs to be relevant to all students. In providing programs,
schools should be sensitive to the cultural background and experience
of students. Diverse components of identity, including gender, culture,
language, socio-economic status and developmental stage, should be
considered when providing drug education that is targeted to meet
students’ needs.
Principle 7: Acknowledge that a range of risk and protective factors
on health and education outcomes, and influence choices about drug
use. Drug education should be based on an understanding of the risk
and protective factors that affect young people’s health and education.
Schools that recognize the complexity of issues that may impact on
students’ drug use are in a better position to provide relevant drug
education.
Principle 8: Use consistent policy and practice to inform and
manage and practice responses to drug-related incidents and risks. The
school’s discipline and welfare responses should protect the safety and
wellbeing of all students and staff. Policies and procedures to manage
drug-related incidents and support students who are at risk are best
determined through whole school consultation and implemented
through well-defined procedures for all school staff. Vulnerable
students may require additional support from the school and relevant
community agencies. Retaining students in an educational pathway
should be a priority of care for students who are at risk.
Principle 9: Locate programs within a curriculum framework, thus
providing timely, developmentally appropriate and ongoing drug
education. Drug education programs are best provided within a clear
curriculum framework for achieving student learning outcomes. Drug
issues should be addressed within a broader health context relevant to
students concerns and stage of development. The timing and continuity
of drug education across students’ schooling is critical. Programs
should commence before young people start to make decisions about
drug use, be developmentally appropriate, ongoing and sequenced,
and provide for progression and continuity.

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Principle 10: Ensure that teachers are resourced and supported in

their central role in delivering drug education programs. Teachers are
best placed to provide drug education as part of an ongoing school
program. Effective professional development and support enhance
the teacher’s repertoire of facilitation skills and provide current
and accurate information and resources. Appropriately trained and
supported peer leaders and visiting presenters can complement the
teacher’s role.
Principle 11: Use student-centered, interactive strategies to develop
students’ knowledge, skills, attitudes and values. Skills development
is a critical component of effective drug education programs. Inclusive
and interactive teaching strategies have been demonstrated to be the
most effective way to develop students’ drug-related knowledge,
skills and attitudes. These strategies assist students to develop their
problem solving, decision-making, assertiveness and help-seeking
skills. Inclusive methods that ensure all students are actively engaged
are the key to effective implementation of interactive strategies.
Principle 12: Provide accurate information and meaningful
learning activities that dispel myths about drug use and focus on
real life contexts and challenges. Students need credible and relevant
information about drugs and the contexts in which choices about
drugs are made. They need to engage in meaningful activities with
their peers, examine the social influences impacting on drug use and
encounter normative information about the prevalence of use, which
is typically lower than students’ expectation.

Curriculum Development

Central to drug education is provision of comprehensive drug

education curriculum which provides age-appropriate information
about tobacco, alcohol, and other drugs, symptoms of drug use,
factors associated with dependency, and legal aspects of drug use. In
addition, and common to all areas of health education, the curriculum
should offer activities (such as role playing) for development of peer
refusal skills, self-esteem, assertiveness, and problem-solving skills.
Curriculum options include purchasing a curriculum, developing the
curriculum within each school, or a combination of both. Tobacco,

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drug, and alcohol education also offers many opportunities to infuse

content into other curricular areas. Language arts, science, math, social
studies, and driver education are among classes in which various
aspects of substance use might be incorporated.
The notion of “curriculum” may be broadened in a comprehensive
drug and alcohol prevention program to include treatment referral for
those who are substance-dependent and post-treatment aftercare for
those returning to school. Some programs have found success with
support groups, peer teachers, and peer counselors (Fox et al., 1988).

Teacher Development

Dusenbury and Falco (1995) identify that failure to include

interactive skills components is a key area of breakdown in the
implementation of drug education programs. Successful programs
have placed an emphasis on teacher development. The program should
include a professional development component in which all teachers
delivering the program received specific training in the rationale and
pedagogical approach used in the teaching materials. The Hansen
and McNeal study (cited in CHAC 2004) into how drug education
programs are implemented by teachers found that teachers tended to
focus on the knowledge components of the drug education program
and were less likely to engage students with the skills development
components.
It is important that the challenge of teacher development is
addressed. A strong case can be made for the provision of teacher
professional development that identifies the conceptual and the
pedagogical approach to be taken. Collegial support in the form of
consistent behaviour management approaches, and school-wide
adoption of active learning techniques, may assist the health or personal
development teacher to work in this way. Professional development
that models the use of such activities may support the teachers to
adopt these types of activities. Without the inclusion of these skill
development activities, the classroom drug education program may
amount to little more than a knowledge-only approach and as such
may produce limited results both as an education strategy as a health
promotion strategy.

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In Service Teacher Education

In service education is essential, not just for teaching teachers

strategies for drug and alcohol education, but to emphasize how
comprehensive school health education fits into the curriculum at
every year level. Considerable evidence exists that teacher training is
as important as selecting the “right” curriculum for assuring program
success. In addition, support staff should be included in any training
program. In their evaluation of two drug and alcohol education
curricula, Tricker and Davis (1988) found that in service training needs
of experienced and inexperienced teachers differed. The inexperienced
teachers needed a great deal more information about all aspects of
alcohol and drugs. Experienced teachers benefited more from hands-
on time with curriculum materials.

On the Effectiveness of the Drug Education Program to Students

Effectiveness of any component of the school health program

can be measured in three ways: (1) gain in student knowledge, (2)
change in student attitudes, and (3) adoption of healthier behaviours.
Knowledge is relatively easy to measure and is certainly easier to
change than attitudes or behaviours. Drug, tobacco, and alcohol
education programs have been found to increase student knowledge
(Milgram, 1987). However, a gain in knowledge is not always associated
with a corresponding change in attitudes or behaviours. Most drug
education programs have never been evaluated (Goodstadt, 1986). Of
those for which some evaluative information is available, the following
generalizations can be made: instruction is most effective when it
begins early in life and is continuous; one-shot programs are less
successful than those that are part of a multi-grade, comprehensive
health curricula; community support, parent involvement, and peer
involvement enhance program success; the teacher plays a critical
role, and teacher training is essential.

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Program Monitoring and Evaluation

The research indicates that drug education should take place

before young people are routinely exposed to making choices about
drug use. In addition, further monitoring should be provided so that
appropriate control and prevention can be best done before severe
problems can occur. Program evaluation is often cursory and conducted
as an afterthought. However, since program evaluation assures
accountability and may justify expenditures of money and time, a
broad approach which examines knowledge, attitudes, and behaviors
is appropriate. Some pre-packaged curricula include evaluative tools.
(McBride et al 2004).

Figure 1. Research paradigm showing the relationship of

independent and dependent variables of the study.

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OBJECTIVES OF THE STUDY

This paper aimed to address the following objectives:

1. to determine the level of implementation of Drug Education
Program of SJIT as rated by the social sciences faculty along the
following areas: implementation in school curriculum, in service
teacher education, support system of the school, announcement/
publication, promotion of Drug-Free Program, dangerous drugs test
and records, and monitoring and evaluation
2. to assess the level of effectiveness of the school’s Drug Education
Program as rated by the social sciences students in the following areas:
gain in student knowledge, change in student attitudes, and adoption
of healthier behaviours

METHODOLOGY

This study was conducted in two phases: during Phase 1, selected

school faculty specially those who are teaching social sciences subjects
were personally interviewed to gather information in relation to the
implementation of Drug Education Program of the school. During
Phase 2, students especially those who were enrolled in social sciences
subject were given the questionnaires. Descriptive research design was
employed in the investigation since it intends to find out the level of
implementation and effectiveness of Drug Education Program of SJIT
as rated by the social sciences faculty and students.
Researcher-constructed instrument was employed for data
gathering purposes. This questionnaire underwent review and
evaluation by experts to ensure validity and reliability of the items.
The first part of the questionnaire aimed to determine the level of
implementation of drug education program of SJIT. Whereas, the
second part aimed to determine the extent of effectiveness of the said
program measured in terms of the following areas namely: gain in
student knowledge, change in student behaviour, and adoption of
healthier behaviour.
This study made use of the mean which was used to ascertain
the level of implementation and effectiveness of the Drug Education
Program of SJIT.

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RESULTS AND DISCUSSION

Implementation in the School Curriculum

In terms of implementation in the school curriculum, overall

results indicate that Drug Education Program in the school is fully
implemented in the curriculum as revealed by the concerned faculty
who are teaching social sciences subjects. Strategy like role playing in
the classroom was adopted to provide meaningful learning experiences
and enhance peer refusal, self-esteem, assertiveness and problem
solving skills among students. Moreover, there was a provision of
a framework of core concepts and values to support effective drug
education practice.
In terms of in service teacher education, emphasis on how
comprehensive school drug education fits into the curriculum was
substantially evident. However, this holds true only to subjects in
which drug education related topics were integrated like social science
2 and partly in sociology. As revealed, the school had not conducted
any drug-related advocacy trainings but was able to send a faculty who
was teaching social science 2 for purposes of gaining more information
about all aspects of dangerous drugs. However, concerned faculty
admitted that the school was able to hire experienced professional to
teach inexperienced teachers and students about dangerous drugs and
their ill effects.
As to support from the administration, provision of relevant
resources which aim to nurture and build resilience and wellbeing
and support the development of emotional intelligence and social
competency among students was substantially made available. Referral
system and the provision of appropriate counselling and support
services for students who experience problems related to the use of
drugs, alcohol and dangerous controlled substances was substantially
put into operation. However, cases on drug-related problems referred
to the Student Personnel Services Office occurred rarely.
With regards to announcement or publication, there was an
evidence that the school through the initiative of Student Personnel
Services displayed any form of materials for information purposes
about drugs. The announcement did not only attempt to inform

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students about the different types and classifications of dangerous

drugs but also their ill effects to both body and attitudes.
There is an evidence that the school has pushed notable efforts
to ensure that students are well-informed about unlawful drugs, its
effects to human health and behaviour. The school has substantially
implemented mechanisms such that seminars, symposiums and
lectures are conducted other than awareness efforts through slogan,
tarpaulin display, conduct of poster making contest and the like.

On Monitoring and Evaluation

Overall results of the survey indicate that monitoring and evaluation

on Drug Education Program of SJIT is substantially implemented. SJIT
being an ISO certified institution ensures that feedback mechanisms
provided by the school in order to check the functionality of
Drug Education Program is substantially implemented. There are
mechanisms sufficient enough to reflect the degree of compliance of
the said program and these mechanisms are found to be credible and
reliable. Problems encountered in the implementation of the program
were likewise immediately addressed.
While the school adheres to quality management system
specifically on monitoring and evaluation, the school is opened to
monitoring system of the agency like PDEA. The Commission on
Higher Education, referred to as CHED, is also partly involved in the
process of monitoring and evaluation. Based on records, CHED rarely
visited SJIT for Drug issues and concerns Circular Memorandum
addressing the needs among HEIs to be actively involved in the nation-
wide call against drug abuse was also evident. This forms part of the
said agency’s monitoring system.

On the Effectiveness of the Drug Education Program

The program has significantly provided students with basic

facts concerning the different unlawful drugs and their ill effects.
The majority of the students further advocated that because of
a comprehensive presentation of their faculty during their class
sessions in relation to dangerous drugs, they learned more about

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pertinent provisions stipulated in the Republic Act 9165 which further

reinforce their understanding of the government’s goal for a drug-
free citizen. However, most of the student respondents admitted
that the knowledge they gain out of the Program has nothing to do
with changing their behaviour in full measure, but they claimed that
somehow, the Program has helped them become aware of the effects
of drugs to student’s behaviour once influenced or enslaved by it. This
information presented by the selected student respondents, confirmed
the claim of Goodstadt (1986) in which he said: “a gain in knowledge
about dangerous drugs is not always associated with a corresponding
change in attitudes or behaviours “.

RECOMMENDATIONS

On the basis of the results of the study, the following

recommendations are hereby presented:
1. Coordinated and collaborative efforts between or among SJIT
and agencies like the Philippine Drug Enforcement Agency (PDEA),
Local Government Units (LGU), Department of Interior and Local
Government (DILG) and even the Department of Health (DOH) must
be strengthen. A Memorandum of Agreement may be established to
come up with collaborative efforts geared towards the elimination of
dangerous drug and incidence of drug abuse.
2. Trainings for faculty teaching social sciences subjects need to be
an integral part of the school’s support to ensure that effective learning
for students are assured. Information and skills learned in the training
can then be transmitted to the communities as part of the school’s
extension services.
3. Drug test results requirement should not only be limited to
selected colleges but should form part as the school’s mandatory
requirement for all students across disciplines entering the campus on
semestral basis.

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LITERATURE CITED

Fox, C. L., Forbing, S. E., and Anderson, P. S.

1988 A comprehensive approach to drug-free schools and
communities. Journal of School Health, 58(9), 365-369. EJ 391
453

Goode, E. (Ed.).
1991 Annual Editions: Drugs, Society and Behavior 91/92. Guilford,
CT: Duskin Publishing Company.

Goodstadt, M. S.
1986 School-based drug education in North America: What is
wrong? What can be done? Journal of School Health, 56(7),
278-281. EJ 341 990

Milgram, G. G.
1987 Alcohol and drug education programs. Journal of Drug
Education, 17, 43-57.

National Commission on Drug-Free Schools.

1990 Toward a drug-free generation: A nation’s responsibility.
Washington, DC: U.S. Department of Education.

Tricker, R., and Davis, L. G.

1988 Implementing drug education in schools: An analysis of costs
and teacher perceptions. Journal of School Health, 58(5), 181-
185. EJ 378 228

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