TENDENCIES TO SUBSTANCE ABUSE AND ACADEMIC ACHIEVEMENTOFSECONDARY SCHOOLS IN CALABAR EDUCATIONAL ZONE, CROSS RIVER STATE, NIGERIA
Abstract
This study examined the relationship between tendencies to substanceabuse and academic achievement in English Language among secondaryschool students in Calabar Educational Zone, Cross River State, Nigeria. Fourresearch questions and corresponding hypotheses were formulatedtoguidethe investigation. Relevant literature was reviewed in line with thestudyvariables, namely: prevalence of substance use, risk-taking behaviour, substance use pattern, and family background. The study adoptedadescriptive survey design, with a population of 3,544 students acrosseightsecondary schools in the zone. From this, a sample of 360 SS1studentswas selected using stratified and simple random sampling techniques. Datawere collected using a validated instrument titled Students’ SubstanceUseand Academic Achievement Questionnaire (SSUAAQ). The reliability of theinstrument was established through the Cronbach’s Alpha method, whichyielded a coefficient of 0.87, indicating high internal consistency. Dataanalysis was conducted using descriptive statistics to answer the researchquestions and the Pearson Product Moment Correlation (PPMC) totest thehypotheses at the 0.05 level of significance. Findings revealedthat theprevalence of substance use, risk-taking behaviour, substance usepattern, and family background significantly influence students’ academicperformance. It was concluded that tendencies toward substanceabusenegatively affect academic achievement in English Language leadingtoreduced classroom engagement, lower grades, and diminished motivation. The study recommended that schools, parents, and policymakers intensifypreventive education, strengthen guidance and counselling services, andpromote supportive family and community environments to curb substanceabuse and enhance academic excellence among students in theCalabarEducational Zone (Word cout: 247).
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