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Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Background of the Study

Illegal drugs represent the largest volume of criminal cases that are examined by

forensic science laboratories. They can occur naturally as with marihuana or cocaine, or

they can be prepared from naturally occurring substances such as the case with heroin, or

they can be totally synthetic as is the case with amphetamines and most

other prescription drugs. Illegal drugs can also be classified by major effects. There are

four major types: stimulants, depressants, narcotics, and hallucinogens. . Illegal drugs in

the United States are controlled both by the Federal and all 50 state governments. The

model laws adopted by the Federal Government are embodied in the Uniform Controlled

Substances Act, which put drugs in one of five schedules. (Scott, 2014)

According to the World Drug Report, in 2017 around 29.5 million people - or 0.6

percent of the global adult population - were engaged in problematic use and suffered

from drug use disorders, including dependence. Opioids were the most harmful drug type

and accounted for 70 per cent of the negative health impact associated with drug use

disorders worldwide. The year 2017 also marked 20 years of the World Drug Report,

which comes at a time when the international community has decided to move forward

with joint action. UNODC Executive Director Yury Fedotov highlighted that the

outcome document of the 2016 landmark UN General Assembly special session on the

world drug problem contains more than 100 concrete recommendations to reduce

demand and supply, however he acknowledges that more needs to be done.

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In the Philippines the prevalence of illegal drug use is lower than the global

average, according to the United Nations Office on Drugs and Crime (UNODC).

President Rodrigo Duterte has claimed that the country could become a "narco-state".

Two of the most used and valuable illegal drugs in the country are methamphetamine

hydrochloride (known locally as shabu) and marijuana. In 2012, the United Nations said

the Philippines had the highest rate of methamphetamine use in East Asia, and according

to a U.S. State Department report, 2.1 percent of Filipinos aged 16 to 64 use the drug

based on 2008 figures by the Philippines Dangerous Drugs Board. As of 2016, the

United Nations Office of Drugs and Crime report that 1.1 percent of Filipinos aged 10 to

69 use the drug. In Metro Manila, most barangays are affected by illegal drugs. Since

taking office on June 30, 2016, Philippine President Rodrigo Duterte has carried out a

“war on drugs” that made thousands of drug pushers’ surrender.

To provide Filipino learners with safe, nurturing, and drug-free environment, the

Department of Education (DepEd) issued its Preventive Drug Education Program

(PDEP) Policy for Curriculum and Instruction through DepEd Order (DO) No. 30. With

the policy in place, PDEP shall be mainstreamed in all programs and projects of the

Curriculum and Instruction, covering curriculum standards, curriculum delivery, learning

resources, and assessment. While the policy’s guiding principles stated that learning

outcomes shall be anchored on areas such as Health Education

and Edukasyon saPagpapakatao (EsP) to ensure progression and continuity, it was also

emphasized that preventive drug education concepts shall also be integrated with other

learning areas.

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In addition, the BKD was conceptualized in 2004 as a response to the call

of the President of the Philippine Republic to conduct nationwide drug clearing

operations as an all-out war campaign against drug abuse and illicit trafficking. The

BKD‟s concept is based on a collective action of the people in the community which

aimed to promote camaraderie strengthen cooperation and collaboration geared towards a

common commitment a drug-free lifestyle. DDB spearheaded launching of this program

in different colleges and universities and to gain more support, communities were also

tapped. The BarkadaKontraDroga (BKD) was institutionalized on November 13, 2007 by

Board Regulation No. 5, s. of 2007.

Agusan del Sur National High School initiatively promotes Barkada Kontra

Droga (BKD) to guide and protect its students from illegal drugs. Barkada Kontra Droga

is a peer group organized to provide and support school activities that promote awareness

and intervention to drug abuse and its related issues. This group also supports the

projects of the community and its local government with the same objective. This

organization is supported by the students, teachers, school administrators, barangay

council, local government unit, private institutions and other identified stakeholders.

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1.2 Conceptual Framework

Satisfaction is defined as the expression of pleasure or pride with the users’

experience. Moreover, students satisfaction is based on the degree of prrceived quality of

activities that meet student’s expectations.

ASNHS BKD Activities

 Lakang Kontra ASNHS Grade 12 ASNHS Grade 12

Droga Students Evaluation Students Satisfaction

 Project HEART towards Barkada Level

 AIAP Kontra Droga

 Zumba Kontra Program

Droga

Diagram 1.1 shows the conceptual framework of the study.

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1.3 Statement of the Problem

The main problem of the study is to determine the satisfaction level of the Grade 12

students in Agusan del Sur National High School towards the implementation of Barkada

Kontra Droga Program during the school year 2017-2018.

Specifically it aims to answer the following:

1. How many student-respondents participate on Barkada Kontra Droga

Program?

1.1 Activities inside the school

1.1.1 School Mo Itouro ko!

1.1.2 Akong Igsuon! Akong Pakaunon! (AIAP)

1.1.3 A1 Teens

1.1.4 Akong Igsuon Akong Higugmaon (AIAH)

1.1.5 Gawad Sikat Evaluation

1.1.6 Project HEART (honouring, Exemplary, Altruistic, and

Respectable Teacher)

1.1.7 Project Langkod (Lakang Kontra Droga)

1.1.8 Pinoy IB Trees

1.1.9 Peer Counselling

1.1.10 Da Best Ka Teacher Ko Evalluation

1.1.11 Comprehensive SPED Fun Day

1.1.12 BDK Fiesta

1.1.13 Zumba Kontra Droga

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1.1.14 Project TRADE ( Transfer, Replication of Anti-Drugs

Endeavour)

1.1.15 BKD Tindog sa Kahanginan

1.1.16 BKD Ambassador and Ambassadress

2. What are the student’s satisfaction level towards the BKD programs?

2.1 Activities inside the school

2.1.2 School Mo Itouro ko!

2.1.3 Akong Igsuon! Akong Pakaunon! (AIAP)

2.1.4 A1 Teens

2.1.5 Akong Igsuon Akong Higugmaon (AIAH)

2.1.6 Gawad Sikat Evaluation

2.1.7 Project HEART (honouring, Exemplary, Altruistic, and Respectable

Teacher)

2.1.8 Project Langkod (Lakang Kontra Droga)

2.1.9 Pinoy IB Trees

2.1.10 Peer Counselling

2.1.11 Da Best Ka Teacher Ko Evalluation

2.1.12 Comprehensive SPED Fun Day

2.1.13 BDK Fiesta

2.1.14 Zumba Kontra Droga

2.1.15 Project TRADE ( Transfer, Replication of Anti-Drugs Endeavour)

2.1.16 BKD Tindog sa Kahanginan

2.1.17 BKD Ambassador and Ambassadress

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2. What is/are the reasons of the respondents in joining the Barkada Kontra Droga

programs?

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1.4 Significance of the Study

The result of this study serves a very significant purpose to the following peoplw

in the academic community.

Students of ASNHS: The findings of this study would be a great help to all students of

ASNHS for them to know the efficacy of Barkada Kontra Droga (BKD) Programs held

in the school.

Teachers: The findings of this study may help the teachers know the satisfaction level of

the students towards the Barkada Kontra Droga (BKD) Programs.

School: The school will benefit the study because of the findings that may serve as an

evaluation of the students towards the BKD Programs. And this will contribute help on

improving these programs which is part of the school.

Other Researchers: The findings of this research can contribute help to other

researchers as their related literature.

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1.5 Scope and Delimitation

This study is focused mainly on satisfaction level of the grade 12 students in Agusan

del Sur National High School towards the Bakarda Kontra Droga including the factors

affecting the perception of a student, if they are satisfied on the Barkada Kontra Droga’s

implemented activities and programs. And it includes the satisfaction level of the

students towards the range of activities: Lakang Kontra Droga, Project HEART, AIAP,

Zumba Kontra Droga that the Barkada Kontra Droga offers.

The respondents of the study are limited only to the grade 12 students of Agusan del

Sur National High School both male and female, 17 years old and above. The researcher

will conduct a survey in every section composed of 15 students in the total of 240.

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1.6 Definition of terms

Amphetamines. A racemic drug that stimulates the central nervous system.

Awareness. The state or condition that is aware of what is happening.

Barkada Kontra Droga. Peer-based preventive education and information program to

counter the dangers and ill effects of drug abuse.

Depressant. A drug that lowers neurotransmission levels, which is to depress or reduce

arousal or stimulation, in a various areas of the brain.

Hallucinogens. A drug that cause hallucination.

Health Education. The principle by which individuals and group of people, learn to

behave in a manner conducive to the promotion, maintenance or restoration of health.

Intervention. An occurrence in which a person with a problem is confronted by a group

whose purpose is to compel the person to acknowledge and deal with the problem.

Methamphetamine hydrochloride. A stimulant to the nervous system and as an

appetite suppressant.

Narcotics. A drug which make you sleepy and stop you feeling pain.

Opioids. A class of drugs, used to treat moderate to severe pain. It also used to treat

coughing and diarrhea.

Stimulant. A drug that makes a body works faster, often increasing the heart rate and

make less to sleep.

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Chapter 2

REVIEW OF RELATED LITERATURE

1.2 Review of Related Literature

Drug-free Philippines is the battle cry of the new administration anchored on the

war on drugs as an ultimate solution to carry out changes in the economic, political and

economic landscapes of the government.

The education sector as a social community is a potential advocate of the

program on war on drugs, this is to prepare our Filipino children particularly the future

generation to be productive, healthy and ready to serve their own communities and the

country in general.

(Placo 2011) asserts that the review on preventive models is already

comprehensive and that models can be generally divided into two approaches. The first,

known as the “War on Drugs” (WD), is based on a belief in a society without drugs. This

model has a prohibitionist character that focuses on repressing consumption and is based

on intimidation as an educational strategy for prevention. The other, “Prevention Based

on Harm Reduction” (HR), is educational in nature and founded on the expansion and

deepening of knowledge and information about drugs and their use, as a form of

character building for the subject and the development of one’s ability to choose based

on possible consequences. In this approach, drugs cease to be the main focus, and the

subject in its complexity, biopsychosocial dimension and consequences for citizenship

earns centrality.

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In high-income countries, particularly the United States, there has been large-

scale investment in programs for which there is little scientific evidence of effectiveness.

In spite of their shortcomings, these programs continue to attract government support

perhaps because they satisfy parents and political and community leaders as a visible

critique of drugs and a form of outreach to young people. But programs that merit scale-

up in the Global South as well as the Global North are those for which the design and

content are based on a rigorous analysis of the real-life situations from which drug use

emerges.

Even in big countries like the US, implementing programs on drugs yields

positive outcomes and satisfies parents and community leaders because of the said

lessening case impacts. This can also be done in the Philippines with the help of the new

administration whose main objective is to eliminate drugs.

Mc Grath et. Al (2005) indicates prevention programs target individuals who may

already have started to use drugs or exhibit behaviors that make problematic drug use

more likely, but who do not yet meet DSM- IV criteria for dependence. Prevention

activities are aimed at preventing or reducing continued use, and preventing problematic

and harmful use. Interventions may include assistance programs, peer counseling

programs, parent- peer groups for troubled youth, teen hotlines and crisis intervention.

It is important to understand the issues facing youth at risk of using or already

using drugs and alcohol because of the association with other antisocial and violent

behaviors. Specifically, drug involves with criminal activity. The black box in this area is

not whether drug-related crime occurs, but rather the mechanics of how it occurs. For

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this, there is no ready answer. Rather, research findings reveal a range of responses

which vary depending on the kind of drugs in question, individual factors, cohort

demographics, psychological predispositions, economic circumstances, biological

markers and environmental influences.

A study conducted to describe how schools based drug prevention has developed

historically from initial programs which relied on presenting “the facts” about the effects

of drug use with dramatic descriptions of what can happen with a view to scaring young

people from experimentation. Later approaches placed more emphasis on personal

factors, i.e. enhancement of self-esteem, which was expected to prevent initiation to

drugs. Later the emphasis shifted to social influence including developing resistance

skills. However, more recently there has been a move toward multi component programs

which include a broad array of prevention activities in home, school and community

rather than isolated schools programs (Morgan, 2001).

For some decades now students have been given lessons about drugs in school in

the belief that education about drugs can change their behavior. Education for drug abuse

prevention in schools defined as the educational programs, policies, procedures and other

experiences that contribute to the achievement of broader health goals of preventing drug

use and abuse.

Canning (2004) assertd that information dissemination approaches were the first

to emerge prior to the 1980s. These early school- based interventions relied solely on

informational approaches and taught students about the effect of drugs, how they are

used, and the dangers of drugs use. The goal of these programs was to change beliefs and

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attitudes about drug use and thereby modify drug use behaviors. These hold the

assumption that if young people knew and understood the potential dangers of drugs use

they would subsequently decide not to take them. Although these programs can increase

knowledge about and change attitudes towards drugs, actual substance use behaviors

remain largely unaffected (Paglia & Room, 1999). For example stressing the dangers of

drug use may attract high risk thrill seekers. In fact there is some evidence that simply

providing information about the dangers of drinking, smoking and drug use may actually

increase predisposition to drug use in some circumstance (Botvin, 1999).

Alcohol use and drug abuse influencing factors within an individual include, inter

alia, gender, genetic predisposition, age, alcohol knowledge, low self-esteem,

impulsivity, and sensation seeking Ramsoomar (2015). Steinman and Zimmerman

(2004) observe that behaviors such as low religious involvement, short-term goals in life,

depressive symptoms and a poor sense of well-being and low self-esteem make the youth

succumb to substance abuse. Ziervogel et. al (1997-1998) and Stacey anad Parr (1998),

report that boredom is one reason that youths abuse substances. According to Wegner et

al. (2008) boredom is associated with dropping out of school, which is in turn a cause for

joblessness, which further places youth at risk of substance abuse.

Psychoactive substances pose a significant threat to the health, social and

economic status of families, communities and nations. The number of drug users

especially alcohol are aged between 15 and 29. These die from alcohol-related cases

resulting in 9% of all deaths. 15.3 persons have been associated with drug use and

injecting drug use reported in 148 countries of which 120 report HIV infection among

this population (WHO report, 2012). It is estimated that 10% of the adult population of

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the US has alcohol abuse or dependence. Morphine constitutes 10% by weight of opium,

the samples used by drug abusers can vary from 2.6% to 9.9% (Kalant, 1977).

In this sense, for thinking about prevention/health promotion in the school

environment, it is important to perceive education as more than simply a process of

socialization and integration, but concomitantly, a means of establishing normative

systems and values for life, thus marking its political dimension.

Hence, the school environment is characterized by power relations and a clash of

ideas, as well as changes in the various conceptions of education. We believe that the

educational principles that are the most convergent for qualified prevention are those that

approximate a liberating approach to education. Such an approach is characterized by a

more horizontal relationship between the educator and student, with both considered

subjects in the educational practice. The relationship is developed in a dialogical process

of knowledge construction, guided by democratic relations and concerned with the

construction of a more just and egalitarian society, with citizens able to make their own

decisions Freire (2005).

Regarding the issue of drug use prevention at school, research shows that social

representations related to negative, stigmatizing aspects predominate among educators,

such as impotence and fear, undermining the effectiveness of preventive measures Araldi

et. al (2012); Dalbosco, (2011); Placco, (2011).

When teachers present negative feelings toward drugs, causing fear and

distancing them from their preventive role, it will be almost impossible for the teacher to

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commit to this work. Thus, preventive education projects will continue to be difficult to

implement in the school environment Placo (2001).

Prevention of substance abuse among adolescents requires awareness of

characteristics that place youth at risk and targeting risk factors that are modifiable.

Many studies have attempted to identify risk factors associated with adolescent drug and

alcohol usage.

In its 2010 report titled “Preventing Drug Use Among Children and

Adolescents”, NIDA lists several factors that can enhance or mitigate adolescent risk for

initiating or continuing to abuse drugs. These factors include exposure to drugs, socio-

economic status, quality of parenting, peer group influence and biological/inherent

predisposition towards drug addiction4. A retrospective study by (Dube et. al) measured

correlations between the number of adverse childhood experiences (ACEs) and future

substance abuse behaviour. Adverse childhood events included abuse (physical,

emotional or sexual), neglect (physical or emotional); growing up with household

substance abuse, criminality of household members, mental illness among household

members, and parental discord and illicit drug use. The study specifically compared the

number of ACEs resulting in a greater likelihood of drug use initiation under 14 yr of age

and also compared the number of ACEs associated with increased risk of developing

addiction. The study demonstrated that each additional ACE increased the likelihood for

drug use under 14 yr of age by two to fourfold and raised the risk of later addiction by

five times. People with five or more ACEs were seven to ten times more likely to report

illicit drug use than those with none5.

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Hawkins et al (2002) also reviewed many studies that attempted to identify risk

factors for adolescent drug abuse. They discussed specific risk factors occurring at the

societal/community level and at the individual level. Of the societal risk factors, the

following were identified: laws and norms favourable toward behaviour (including lower

minimum drinking ages) and availability. Interestingly, socio-economic status did not

seem to correlate with increased risk of drug abuse among adolescents; it was only in

cases of extreme poverty in conjunction with childhood behavioural problems where

increased risk was observed. The personal characteristics that positively correlated with

drug and alcohol abuse are numerous and include low harm avoidance, poor impulse

control, parents with a history of alcoholism and drug abuse, high levels of family

conflict, lack of and/or inconsistent parental discipline, a history of academic failure and

a history of antisocial and aggressive behavior.

Being aware of these risk factors can assist families, health professionals, schools

and other community workers with identifying at risk youth and aid in reducing or

eliminating risk factors through prevention and treatment programs.

School factors can also influence students to drug use (Ngesu et al: 2008). How

the school administration manages students’ affairs may lead to drug abuse, high

handedness, lack of freedom and failure to address them generally creates stress which

can lead to abuse of drugs as depressors (Kingala, 2000). Unfortunately, across all

continents in the world and throughout time, drug abuse among both the young and adult

population has manifested itself in various forms. It appears that drug abuse affects

behavior and its effects on secondary school students whose prevalence was assessed in

this study, is a worldwide problem with no exception of Kenyan secondary students. Use

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of drugs has led to many health problems in the youth, especially among the secondary

school students. The youth experience many special problems and considerations. This is

the period of adolescence which is full of many challenges such as stress of physiological

and physical change, competition in school and life in general, generation gap, unjust and

cruel world among other problems. Psychologically, the adolescents have serious

developmental tasks to handle such as peer identification and individualization from their

family. Sexual identification; societal and vocational; role identification and negotiating

issues of authority power and independence are primary (Oketch, 2008).

A report by United Nation Drug Control Programme (UNDCP, 1998) shows that

60% of student’s abuse drugs. A survey by National Council Against Drug Abuse

(NACADA, 2006) shows that substance abuse is widespread. It affects the youth mostly

although it cuts across all social groups. Many young people especially the unemployed

have resulted to using drugs like heroin and cocaine which are injectable. This has been a

major contributor to the spread of HIV/AIDS due to the fact that they share syringes.

Other drugs like alcohol can lead to risky sexual behavior as they affect judgment and

decision making. A drunkard is unable to assert himself or herself especially when it

comes to saying no to unprotected sex thus resulting to exposures to sexually transmitted

infections.

With its utmost efforts in the battle against prohibited drugs, the administration

together with the Department of Education continuously intensifies its thrusts and

programs in providing the best education it can offer that will propel the students to the

pedestal of success even up to the next generations to come.

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Chapter 3

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RESEARCH METHODS

3.1 Research Design

The study will use non-experimental research which includes both quantitative

and qualitative specifically descriptive-survey types which will describe the satisfaction

level of Grade 12 students towards Barkada Kontra Droga programs in Agusan del Sur

National High School.

3.2 Participants of the study

The population of the study would be the students from the strand STEM, GAS,

ABM, TVL, and are in the twelfth grade in Agusan del Sur National High School. The

strand STEM has four sections, which are Ptolemy with 38 students, Descartes with __

students, Copernicus with __ students, and Leibniz with __ students. The GAS strand has

four sections, which are Rousseau with __ students, Socrates with __ students, Plato with

__ students, and Aquinas with __ students. The ABM strand has only one section which

is Marx with __ students. The TVL strand has seven sections which are Scorpio with __

students, Aries with __ students, Libra with __ students, Virgo with __ students, Leo

with __ students, Pisces with __ students, and Gemini with __ students. Overall, the

population is composed of __ respondents.

The research study will use stratified random sampling technique in selecting the

respondents. Moreover, the size of the sample will be from the result or the quotient of

the size of population over the sum of the squared of margin of error equivalent to 5%

times the size of population, and the constant one ( N/[1+N(e^2)] ).

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3.3 Setting of the Study

The study will be conducted at Agusan del Sur National High School, specifically in

the Senior High School department, located at Barangay 5, San Francisco, Agusan del

Sur. The researchers prefer the school because it is where the researchers study and for

the convenience of the researchers in gathering the data.

3.4 Research Instrument

The researchers designed a questionnaire as the research instrument of

this study which uses questions. The content of the questionnaires is based on the

observations of the students. The researchers will hand out these questionnaires to the

chosen samples of the study. Every respondent will receive a questionnaire with

provided space for the answers.

The questionnaire consists four parts which are respondent’s profile, participation

on students on Barkada Kontra Droga Program, purpose of the student-respondents in

participating the Barkada Kontra Droga Program and the student’s satisfaction levels

towards the BKD programs. The first part will consist of two subpart which are sex and

track/strand, while the fourth part will consist of subparts which are the activities inside

the school, Lakang Kontra Droga (Fun walk), Project HEART, AIAP, Project trade, and

Zumba Kontra Droga.

Questions in the questionnaire are guided response and open-ended types. These

questions are personally developed by the researchers and are subjected to validation to

the research teachers who are experts in the field.

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3.5 Data Gathering Procedure

The data will be gathered through a questionnaire where the researchers

personally hand papers containing the list of questions to the respondents to give answer

to what the research study try to look for and will collect it after a few minutes.

3.6 Data Analysis

The gathered data that contains numbers will be converted to words and will be

tabulated for the researchers to get the mean of the satisfaction level of the Grade 12

Students of Agusan del Sur National High School. The Statistics that will used is mode

to get the most frequent answers. The researchers will analyze the data by the means

measure of central tendency (Mean) and the standard deviation which measures the

spread of data around the mean.

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References

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