KNOWLEDGE AND PERCEPTION OF DRUG ABUSE BY

STUDENTS IN DELTA STATE UNIVERSITY, ABRAKA

BY

MUEMUIFO, Gideon Kane

( CFC /17/18/245782 )

A RESEARCH PROPOSAL SUBMITTED TO

THE DEPARTMENT OF COMMUNITY MEDICINE
FACULTY OF CLINICAL SCIENCES
DELTA STATE UNIVERSITY
ABRAKA
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF MEDICINE, BACHELOR OF SURGERY
(MBBS) DEGREE IN MEDICINE AND SURGERY

APRIL, 2024
 DECLARATION

I hereby declare that this research proposal titled “KNOWLEDGE AND

PERCEPTION OF DRUGS ABUSE BY STUDENTS IN DELTA STATE

UNIVERSITY ABRAKA” is an original study that will be conducted in the

Department of Medicine and Surgery, Faculty of Clinical Medicine, Delta State

University, Abraka.

__________________________
MUEMUIFO, Gideon Kane DATE
 CERTIFICATION

This is to certify that this research proposal will be carried out by MUEMUIFO,

Gideon Kane with matriculation number CFC/17/18/245782, in partial fulfillment

for the award of Bachelor of Medicine; Bachelor of Surgery (MBBS) degree in the

Department of Medicine and Surgery, Faculty of Clinical Medicine, Delta State

University, Abraka.

____________
Dr. O. Ochei DATE
(Project Supervisor)
TABLE OF CONTENT
 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

What is a drug? A word that is far too common, tends to be skewed to mean many things. Some

refer to drugs as pills that doctors prescribe for well-being. Others view drugs as substances that

are swallowed that gives them the feeling of euphoria, being high. These perceptions of drugs

though narrow and limiting (such as not including smoking as drugs) are not wrong in their own

place. However, for this study, we must properly define drugs.

Firstly, a drug is a medicine or other substance which has a physiological effect when ingested or

otherwise introduced into the body.

In the frame of drug abuse, we refer to psychoactive drugs.

According to WHO, psychoactive drugs are psychoactive substances that, when taken in or

administered into one's system, affect mental processes, e.g. perception, consciousness, cognition

or mood and emotions. Psychoactive drugs belong to a broader category of psychoactive

substances that include also alcohol and nicotine. “Psychoactive” does not necessarily imply

dependence-producing, and in common parlance, the term is often left unstated, as in “drug use”,

“substance use” or “substance abuse”.

Students play an important role in the social and economic development programs and

management of community; paying attention to their issues in different dimensions,

particularly their mental aspect should not be neglected ( Zivari-Rahman et al, 2012). The
biological maturity comes before psychosocial maturity, and this provides the substrate for

the exploration and experimentation that takes place during adolescence (WHO, 2019).

The harmful use of psychoactive substances has multiple direct effects on young people

and adolescents. The harmful effects of the use of psychoactive substances on young people

and adolescents include: The likelihood of impairments in personal, occupational, family

and social functions, physical health problems, suicidal tendencies, mental illness, and even

lower life expectancy is increased by substance use in adolescence (World Drug Report

2018). There are also the increased odds of engaging in risky sexual behavior, sexual

violence, criminal tendencies, and personality disorders (Idowu et al., 2018). In the most

serious cases, the harmful use of drugs can lead to a cycle in which damaged socioeconomic

standing and ability to develop relationships feed substance use (World Drug Report

2018).

It is a popularly held belief that the youths of any nation are the leaders of tomorrow.

Therefore, societies that neglect the youth development may negatively affect future

national development. Youth when neglected, can find escape and solace in such things as

drug abuse, pick-pocketing, loitering, rape, auto-theft, truancy, delinquent or criminal act

and insurgency (Radda, 2009).

1.2 Statement of Problem

In the decade to 2022, the number of people using illicit drugs increased to 292 million, the

UNODC report says. It noted that most users worldwide consume cannabis – 228 million people.

In the last decade, Africa has begun to be recognized as a consumer and a destination for illicit
drugs, compared to being previously regarded as mainly a transit zone for these drugs (serving as

a link between Latin America and Europe . Cook N, 2009. This reversal of the illicit drug trend is

believed to be a contributing factor to the rapid development of substance use epidemic,

particularly in the urban centers of Africa. Csete J, Sánchez , 2015

In Nigeria, the plot thickens. A report by the United Nations Office on Drug and Crime in

Nigeria indicates that 14.4% (14.3 million) of people aged between 15 and 64 years abuse drugs ,

UNODC, 2018.

Going further in the south-south, no fewer than 2.1 million persons aged between 15 and 64

years in the South-South region use psychoactive substances, the National Drug Law

Enforcement Agency (NDLEA) 2024.

Drug abuse among youths is a growing concern that contributes to various societal vices and

reduces the employable populace within the community. Universities, being the largest

congregations of youths, serve as critical arenas for the dynamics of drug abuse. In such

environments, peer pressure is intensified, parental oversight is diminished, and a significant

number of youths succumb to the allure of drug use and its associated lifestyle.

In contemporary society, the perception of drug abuse has shifted; it no longer is solely

associated with overtly negative connotations and behaviors. Instead, drug abuse has been

rebranded with appealing names like "ecstasy," "Colorado," "sweet blue," and "brownie,"

masking its detrimental effects. This rebranding has transformed drug abuse into a perceived

"trend," making it more socially acceptable among youths. Consequently, university students are

particularly vulnerable to peer influence, the widespread availability of substances, and the

deceptive portrayal of drugs as benign or even beneficial companions rather than harmful agents.
This evolving landscape necessitates a focused investigation into the implications of drug abuse

within university settings, examining its impact on both individual and societal levels.

1.3 Justification of the Study

This study will investigate drug abuse among university students, a significant public health

issue with implications for individual and community safety. It aims to identify prevalent drugs

and their sources, assess student awareness of drug effects, and inform effective preventive

strategies. This research is essential for promoting a safer educational environment and

understanding the dynamics of drug abuse in universities. The findings will also guide policy

development, enhance educational programs, and contribute to academic literature, particularly

in the Nigerian context.

Recent studies indicate that drug abuse remains a pressing issue among Nigerian university

students. A study conducted at the University of Benin found that a significant proportion of

students engage in drug abuse, with alcohol being the most frequently abused substance,

followed by marijuana and cigarettes. Peer influence, academic stress, and the desire for social

acceptance were identified as major contributing factors to this behavior (Mustafa-Shaibu &

Igbinoba-Ojo, 2022).

Similarly, a nationwide survey highlighted that approximately 20-30% of university students

have experimented with or regularly use drugs, with variations depending on the specific

institution and region. This prevalence underscores the need for targeted interventions and

comprehensive educational programs to address the issue (UNODC, 2022).

 This study not only seeks to highlight patterns of drug use but also aims to catalyze

interventions that can significantly enhance student health and academic performance, thereby

supporting DELSU's mission of fostering a holistic educational experience.

1.4 Objectives of the Study

1.4.1 General Objective

The general objective of this study is to identify the common drugs used by students and assess

their awareness and perception of the social and medical effects of drug abuse at Delta State

University, Abraka.

1.4.2 Specific Objectives

What is the prevalence of population that abuse drugs in Delta State University, Abraka?

To determine the prevalence of drug abuse among students in Delta State University, Abraka.

To identify the most commonly abused drugs among university students.

To assess the awareness of students regarding the chemical compositions and side effects of the

drugs they use.

To evaluate students' perceptions of the social and medical implications of drug abuse.

1.5 Research Questions

i. What are the most commonly abused drugs among university students?
ii. Are university students aware of the chemical compositions and side effects of the drugs they

use?

iii. What are the students' perceptions of the social and medical implications of drug abuse?

iv. How do sociodemographic factors influence drug awareness and abuse among university

students

1.6 Scope of the Study

This study focuses on drug abuse among university students, specifically within Delta State

University, Abraka The study will explore drug usage, sources, and awareness levels about drug

effects.

1.7 Operational Definition of Terms

Drug Abuse: The consumption of chemical substances that alters functions of the body in non-

medically justified ways.

Awareness: Knowledge or perception of a situation or fact.

University Students: Individuals enrolled in full-time or part-time academic programs at a

university.
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Drug abuse among university students has become a significant public health issue, contributing

to adverse social, academic, and health outcomes. Understanding the factors that drive drug

abuse, the substances commonly abused, and their effects on student populations is crucial for

developing targeted interventions. This chapter reviews existing literature related to the

prevalence and determinants of drug abuse among university students.

2.2 Concept of Drug Abuse

Drug abuse, as defined by Ajayi and Ayodele (2012), is the inappropriate use of chemical

substances capable of altering the functions of cells in the body. Such substances include illicit

drugs (e.g., cannabis, heroin) and legal substances used improperly (e.g., prescription

medications, alcohol). Drug abuse often leads to addiction, characterized by compulsive drug-

seeking behavior despite adverse consequences (National Institute on Drug Abuse, 2020).

2.3 Prevalence of Drug Abuse Among University Students

Drug abuse among university students is a global phenomenon:

Global Trends: According to the United Nations Office on Drugs and Crime (UNODC, 2021),

nearly 35 million people worldwide suffer from drug use disorders. Cannabis is the most

commonly abused illicit substance, followed by opioids.

Africa: In Africa, cannabis remains the most widely abused drug (UNODC, 2019). Other

substances like prescription opioids, amphetamines, and heroin are also prevalent (Degenhardt et

al., 2017).

Nigeria: Studies conducted in Nigeria have reported varying prevalence rates. A study by

Adelekan et al. (1992) found that 21% of secondary school students had experimented with

drugs. More recent research by Adebowale et al. (2013) and Onifade et al. (2020) indicates a

growing trend among university students.

2.4 Commonly Abused Drugs and Their Effects

Cannabis: The most frequently used illicit drug among Nigerian youths. Its use can lead to

cognitive impairment, increased risk of mental disorders, and reduced academic performance

(Oshodi et al., 2010; National Drug Use Survey, 2019).

Prescription Drugs: Tramadol and codeine-based cough syrups are commonly misused.

Tramadol abuse is associated with dependence, seizures, and overdose deaths (Yusuf et al.,

2016). Codeine-based cough syrups are often misused for their sedative and euphoric effects,

leading to respiratory issues and dependence (National Drug Use Survey, 2019).

Alcohol: Although legal, alcohol is often misused, leading to accidents, liver damage, and poor

academic performance. It remains one of the most accessible and abused substances among

Nigerian youths (Adekeye et al., 2013).

Amphetamines and Cocaine: Though less commonly used, these stimulants have been linked

to cardiovascular issues, risky behaviour, and addiction (Degenhardt et al., 2017).

Inhalants: Substances such as glue, petrol, and cleaning fluids are abused for their psychoactive

effects. Inhalant abuse can cause sudden death, brain damage, and other severe health issues

(Health Think Analytics, 2020).

Opioids: Including both prescription opioids and heroin, these are used for their pain-relieving

and euphoric effects. Abuse can lead to severe dependence, overdose, and death (UNODC,

2019).

Tobacco: Widely used among youths, tobacco addiction can lead to long-term respiratory issues,

cardiovascular diseases, and cancer (BusinessDay NG, 2020).

2.5 Factors Influencing Drug Abuse

Peer Influence: Peer pressure significantly affects drug experimentation and continued use

among university students (Ajayi & Ekundayo, 2010).

Academic Stress: Academic pressure can lead to the misuse of stimulants like amphetamines

(Abudu et al., 2016).

Parental Background: Students from families with a history of drug abuse or low parental

supervision are more prone to experimentation (Kandel & Andrews, 1987).

Socioeconomic Factors: Poverty, unemployment, and urbanization contribute to higher drug

abuse rates (Oshodi et al., 2010).

Media and Social Trends: The glamorization of drug use in popular media contributes to positive

perceptions of drug use (Linhardt, 2001).

2.6 Sources of Drugs

Pharmacies and Patent Medicine Stores: Prescription drugs like tramadol and codeine syrups are

sometimes sold without a prescription (Oluwole et al., 2016).

Black Market and Street Dealers: Cannabis and other illicit drugs are often obtained through

street dealers (UNODC, 2021).

Friends and Family: Students sometimes receive drugs from friends or family members who

have legitimate prescriptions.

Parties/Clubs: Parties/Clubs: Social gatherings such as parties and clubs are also common venues

where students obtain drugs, often in a more casual or recreational setting (NIDA, 2022).

2.7 Awareness of Drug Composition and Effects

Studies suggest a general lack of awareness among students regarding the chemical compositions

and potential side effects of the substances they consume:

Knowledge of Prescription Drugs: Many students perceive prescription medications like

tramadol as safe because they are medically approved (Yusuf et al., 2016).

Side Effects Awareness: Although students are aware of some immediate effects (e.g., euphoria),

many are uninformed about long-term consequences (Adekeye et al., 2013).

2.8 Impact of Drug Abuse

Academic Performance: Drug abuse has been linked to declining academic performance,

absenteeism, and dropouts (McCrystal et al., 2007).

Health Issues: Drug abuse contributes to mental health disorders, liver damage, and increased

risk of infectious diseases (WHO, 2018).

Social Consequences: Increased rates of violence, crime, and risky sexual behavior are

associated with drug abuse (Radda, 2009).

2.9 Preventive Strategies and Interventions

Educational Campaigns: Providing accurate information about drugs and their effects can help

dissuade students from experimenting (Adekeye et al., 2013).

Counselling and Support Services: Universities should offer accessible counseling services to

address academic stress and drug-related issues (Oshodi et al., 2010).

Policy and Regulation: Strengthening regulations on the sale of prescription medications and

implementing campus drug policies can reduce access (Yusuf et al., 2016).

2.10 Conclusion

Drug abuse remains a pressing issue among university students, necessitating comprehensive

research and targeted interventions. By understanding the factors influencing drug abuse, the

types of substances commonly misused, and students' awareness of drug effects, stakeholders can

develop more effective preventive strategies. This study aims to contribute to this understanding

within the specific context of Delta State University, Abraka

CHAPTER THREE
 MATERIALS AND METHODS

3.1 Study Area

Delta State University, Abraka (DELSU), established in 1992, is situated in Abraka, Delta State,

Nigeria. This university is strategically located in the heart of Delta State, approximately 16

kilometers from the administrative capital, Asaba. Known for its lush landscapes and the serene

environment of the Niger Delta, Abraka provides a conducive atmosphere for academic pursuits

and student life. DELSU is a multi-campus university, with its main campus in Abraka and

additional campuses in Anwai and Oleh, which further accommodates various academic

disciplines and promotes a diverse cultural learning environment. The latitude of DELSU,

Nigeria is 5.79023000, and the longitude is 6.10473000

DELSU has grown significantly since its inception, both in size and in the scope of its academic

offerings. The university boasts a diverse array of faculties, Science, Social Sciences, and

Clinical Sciences, Arts, Engineering, Education, Pharmacy, Law, Basic Medical Sciences, which

are spread across its campuses. As of the latest enrollment figures, DELSU hosts over 30,000

students, encompassing undergraduate and postgraduate levels. This student population is

predominantly composed of young adults aged between 18 and 25 years, which is a demographic

often associated with heightened susceptibility to experimenting with drug use.

The university plays a pivotal role in the local community, not only as an educational institution

but also as a major employer and a center for cultural activities and development. Its influence
extends beyond academia into economic and social realms, significantly impacting the lives of

residents and students alike.

The selection of DELSU as the study area is instrumental for this research on drug abuse among

university students due to several reasons: Demographic Significance: The large student

population provides a robust sample size for surveys and enhances the generalizability of the

study findings within the Nigerian university context.

Cultural and Social Dynamics: The diverse backgrounds of DELSU students offer a microcosm

of the wider Nigerian youth population, presenting an opportunity to explore varied behavioral

patterns related to drug use.

Academic and Social Pressures: As a hub of academic excellence, DELSU embodies the typical

pressures and stresses associated with university life, which can influence drug abuse trends

among students.

This research aims to leverage the university’s infrastructure, student diversity, and its significant

role in the local and academic community to comprehensively explore the prevalence, attitudes,

and determinants of drug abuse. The insights derived from studying at DELSU will be critical in

shaping effective drug prevention programs, contributing to safer campus environments, and

informing policy decisions at higher educational levels across Nigeria

3.2 Study Design

This study will adopt a cross-sectional study design.

3.3 Study population

The study population will consist of all undergraduate students currently enrolled at Delta State

University, Abraka.

3.4 Inclusion criteria

 Enrolled as a full-time undergraduate student at Delta State University, Abraka.

3.5 Exclusion criteria

 Students not around

3.6. Study Duration

The duration of the study will be from APRIL 2024 to JUNE 2024, encompassing the

preparation, data collection, and preliminary analysis phases

3.7. Sample Size Determination

The minimum sample size will be estimated using the Cochrane formula for descriptive cross-

sectional studies.

n = z 2 pq / d2

Where:
Z= Standard normal variant (1.96) and corresponds to 95% confidence level

n= minimum sample size for a population > 10,000

q= (1-p)

d= Error level

n = 1.96² × 0.5 × 0.5/ 0.05²

n = 384.

However, assuming 10% non-response

Sample size = 384+ 38

= 422.

3.8. Sampling Technique

The systematic sampling Technique will be employed for this study.

3.9 Instruments for data collection

Data will be collected using a structured questionnaire that includes demographic questions, drug

usage, typef of drugs used, sources of drugs, and awareness of effects. The questionnaire will be

developed based on existing literature and tailored to the specific context of the university.

3.10 Validity of instrument

The validity of this study will be determined through content validity. Content validity of the

self-designed instrument will be determined by checking the questionnaire for typographical

mistakes, ambiguous statements and constructs, and proper arrangement of items. The

questionnaire will also be subjected to scrutiny by the supervisor of this research and certain

adjustments to the tool will be made in accordance with his suggestions.

3.11 Data collection

Data collection will be conducted through physical and digital distribution of the questionnaire to

minimize bias and increase the efficiency of the process. Follow-ups will be done via email and

phone calls to maximize response rates.

3.12 Data analysis

Data will be analyzed with the aid of the Statistical Package for Social Sciences (SPSS version

25). Descriptive statistics such as frequency tables, percentages, pie chart and bar graphs will be

used to describe the collected data. Bivariate analysis and cross – tabulation will also be used to

determine correlation between variables. The level of significance (p value) will be set at P≤

0.05, any value that is equal to or less than 0.05 will be considered to be statistically significant,

while any value above 0.05 will be regarded as not significant.

3.13 Limitations

The study may face limitations such as self-report bias, which is common in surveys involving

sensitive topics like drug use. Additionally, the cross-sectional design restricts the ability to draw

causal inferences from the data.

3.14 Ethical considerations

Ethical approval to carry out this study will be sought from the Health Research Ethical

Committee (HREC) of Delta State University Teaching Hospital, Oghara. Additionally,

informed consent will be obtained from participants, no names will be mentioned to maintain

anonymity of all participants, all their informations will be kept strictly confidential, and the

procedures and instruments that will be used in this study will not cause any harm to the study

participants.
 CHAPTER FOUR

PRESENTATION OF RESULTS

The response rate was 402 respondents which is about 95% of the sample size.

4.1 Sociodemographic Characteristics of the participants

Variables Frequency (n = 402) Percent (100%)

Gender
Male 252 62.7
Female 150 37.3

Age
17-19 years 41 10.2
20-24 years 219 54.5
25-29 years 130 32.3
30-35 years 12 3.0

Marital Status
Single 400 99.5
Married 2 0.5

Level
100 92 22.9
200 158 39.3
300 95 23.7
400 46 11.4
500 11 2.7

Religion
Christian 398 99.0
Islam 2 0.5
None 2 0.5

____________________________________________________________________________
Table 4.1 shows the sociodemographic distribution of respondents in the study

Gender: A majority of the respondents were male, accounting for 62.7% (n = 252), while

females comprised 37.3% (n = 150).

Age: The largest age group was 20-24 years, representing 54.5% (n = 219) of the respondents.

This was followed by the 25-29 years group at 32.3% (n = 130). Those aged 17-19 years made

up 10.2% (n = 41), and the smallest age group was 30-35 years, with 3.0% (n = 12).

Marital Status: Majority of the respondents were single, making up 99.5% (n = 400) of the

sample, while only 0.5% (n = 2) were married.

Level: The respondents were mostly in the 200 level, constituting 39.3% (n = 158). This was

followed by those in 300 level at 23.7% (n = 95), 100 level at 22.9% (n = 92), 400 level at 11.4%

(n = 46), and 500 level at 2.7% (n = 11).

Religion: The vast majority of the respondents were Christians, accounting for 99.0% (n = 398).

The remaining 1.0% was split equally between Muslims (0.5%, n = 2) and those with no religion

(0.5%, n = 2).

Table 4.2: Knowledge and Awareness of Drug Abuse

Frequency (n = 402) Percent (100%)

Have you heard of drug abuse?

Yes 402 100

No 0 0
Do you have a friend(s) whom you know
takes one form of drugs or the other ?

Yes 347 86.3

No 55 13.7
How would you rate your knowledge on
the effects of drug abuse?

Very Poor 22 5.5

Poor 17 4.2
Average 168 41.8
Good 127 31.6
Very good 68 16.9

Can someone who visits the doctor abuse

prescribed drugs?

Yes 321 79.9

No 81 20.1

If yes, how? Frequency (n = 321)

Under dose 44 13.7

Over dose 110 34.3
Non-therapeutic use 167 52.0

Can drinking alcohol be a form of drug

abuse?

Yes 243 60.4

No 159 39.6
Can smoking be a form of drug abuse?

Yes 345 85.8

No 57 14.2

Can drugs cause hypertension, cancer

and mental instability?

Yes 367 91.3

No 35 8.7
Table 4.2 presents the responses of the participants regarding their awareness and perceptions of

drug abuse.

Awareness of Drug Abuse: All respondents (100%, n = 402) reported having heard of drug

abuse.

Friends' Drug Use: A significant portion of the respondents, 86.3% (n = 347), acknowledged

knowing a friend who takes one form of drug or another, while 13.7% (n = 55) did not.

Knowledge on Effects of Drug Abuse: When asked to rate their knowledge on the effects of

drug abuse, 41.8% (n = 168) rated it as average, followed by 31.6% (n = 127) who rated it as

good. A smaller percentage rated their knowledge as excellent (16.9%, n = 68), very poor (5.5%,

n = 22), or poor (4.2%, n = 17).

Abuse of Prescribed Drugs: A majority (79.9%, n = 321) believed that a person visiting a

doctor could abuse prescribed drugs, with the most common forms of abuse being non-

therapeutic use (52.0%, n = 167), overdose (34.3%, n = 110), and underdose (13.7%, n = 44).

Alcohol and Drug Abuse: Most respondents (60.4%, n = 243) agreed that drinking alcohol

could be a form of drug abuse, while 39.6% (n = 159) disagreed.

Smoking and Drug Abuse: A large majority (85.8%, n = 345) recognized smoking as a form of

drug abuse, whereas 14.2% (n = 57) did not.

Health Risks of Drug’[s: The vast majority of respondents (91.3%, n = 367) believed that drugs

could cause hypertension, cancer, and mental instability, while 8.7% (n = 35) did not share this

belief.
Table 4.3: Respondents' Knowledge and Perceptions of Drug Administration, Addiction,

and Effects

Statement True N% False N% Unsure N%

Drugs can be
administered
in various
forms such as 356 88.6 35 8.7 30 7.5
pills,
injections,
patches, and
liquids.

Loud,
Colorado and
SK have the
same active 120 29.9 200 49.8 82 20.3
ingredient

There are
support
groups and
rehabilitation 329 81.8 45 11.2 28 7.0
centers
available for
individuals
struggling
with drug
addiction
 Molly, SK and
other drugs
can make one 50 12.4 20 80.1 32 7.5
feel high and
have no side
effects

The above
mentioned
380 94.6 5 1.2 17 4.2
substances are
known to be
addictive

Only illegal 60 14.9 320 79.6 22 5.5

drugs can be
addictive

This table summarizes the respondents' understanding and beliefs about various aspects of drug
administration, addiction, and the effects of certain substances.

Drug Administration Forms: A large majority (88.6%) correctly acknowledged that drugs can
be administered in various forms such as pills, injections, patches, and liquids. Only 8.7%
disagreed, while 7.5% were unsure.

Active Ingredients in Loud, Colorado, and SK: There was significant uncertainty, with 49.8%
of respondents being unsure whether Loud, Colorado, and SK have the same active ingredient.
29.9% believed this to be true, while 20.3% did not.

Support Groups and Rehabilitation: Most respondents (81.8%) were aware of the availability
of support groups and rehabilitation centers for individuals struggling with drug addiction, while
11.2% were unsure and 7.0% disagreed.
Perception of Drug Effects (Molly, SK): There was considerable misinformation, with 12.4%
falsely believing that drugs like Molly and SK can make one feel high without side effects. A
majority (80.1%) correctly disagreed, and 7.5% were unsure.

Addictiveness of Substances: The majority (94.5%) correctly identified the substances

mentioned (Molly, SK, etc.) as addictive, with only 1.2% disagreeing and 4.2% unsure.

Legality and Addictiveness: There was a misunderstanding, as 14.9% falsely believed that only
illegal drugs can be addictive, while 79.6% correctly disagreed, and 5.5% were unsure.
Figure 4.1: A pie chart showing responses on where students obtain drugs

Sources of Drugs

Clubs/Parties; 552; 25%

Friends; 844; 38%

Pharmacies; 804; 37%

Figure 4.1 shows the distribution of sources from which students obtain drugs.

Friends: The largest proportion of respondents, 38.4% (n = 844), identified friends as a source

of drugs.
Pharmacies: A significant number of respondents, 36.5% (n = 804), reported obtaining drugs

from pharmacies.

Clubs/Parties: 25.1% (n = 552) of the respondents indicated that clubs or parties are a source of

drugs.

Figure 4.2: Bar chart showing drugs participants have heard of

 Drugs respondents have heard of
184
Roofies/R2
218

375
Marijuana
27

278
SK/Skunk
124

340
Codeine
62

312
Trams (Tramadol)
90

381
Coke
21

205
Canada
197

334
Shisha
68

401
Alcohol
1

298
Loud
104

278
Molly
124
0 50 100 150 200 250 300 350 400 450

Yes No

Figure 4.2 shows the distribution of responses regarding whether respondents have

heard of specific substances.

Molly: A majority of 69.2% (n = 278) of respondents have heard of Molly, while 30.8% (n =

124) have not.

Loud: 74.1% (n = 298) have heard of Loud, compared to 25.9% (n = 104) who have not.

Alcohol: An overwhelming majority of 99.8% (n = 401) have heard of alcohol, with only 0.2%

(n = 1) not familiar with it.

Shisha: 83.3% (n = 334) are aware of shisha, while 16.7% (n = 68) are not.

Canada: 51.0% (n = 205) have heard of Canada, whereas 49.0% (n = 197) have not.

Coke: A large majority of 95.5% (n = 381) are familiar with Coke, with 4.5% (n = 21) not

having heard of it.

Trams (Tramadol): 77.8% (n = 312) have heard of Trams, while 22.2% (n = 90) have not.

Codeine: 84.8% (n = 340) are aware of Codeine, with 15.2% (n = 62) not familiar with it.

SK/Skunk: 69.2% (n = 278) have heard of SK/Skunk, compared to 30.8% (n = 124) who have

not.

Marijuana: 93.4% (n = 375) are aware of marijuana, while 6.6% (n = 27) have not heard of it.

Roofies/R2: 45.0% (n = 184) have heard of Roofies/R2, with 55.0% (n = 218) not familiar with

it.

Figure 4.3 Bar chart showing drugs participants have used

 Drugs respondents have used
17
Roofies/R2
385

43
Marijuana
359

11
SK/Skunk
391

25
Codeine
377

40
Trams (Tramadol)
362

5
Coke
397

18
Canada
364

109
Shisha
293

341
Alcohol
61

57
Loud
345

15
Molly
387
0 50 100 150 200 250 300 350 400 450

Yes No

Figure 4.3 presents the distribution of responses regarding whether participants have used

specific substances.
Molly: A small percentage of 3.7% (n = 15) of respondents reported using Molly, while 96.3%

(n = 387) have not.

Loud: 14.2% (n = 57) of respondents have used Loud, compared to 85.8% (n = 345) who have

not.

Alcohol: A significant majority of 84.8% (n = 341) reported using alcohol, while 15.2% (n = 61)

have not.

Shisha: 27.1% (n = 109) of respondents have used shisha, while 72.9% (n = 293) have not.

Canada: 4.7% (n = 18) have used Canada, compared to 95.3% (n = 364) who have not.

Coke: Only 1.3% (n = 5) of respondents reported using Coke, while 98.7% (n = 397) have not.

Trams (Tramadol): 10.0% (n = 40) have used Trams, while 90.0% (n = 362) have not.

Codeine: 6.2% (n = 25) have used Codeine, compared to 93.8% (n = 377) who have not.

SK/Skunk: 2.8% (n = 11) reported using SK/Skunk, while 97.2% (n = 391) have not.

Marijuana: 10.7% (n = 43) of respondents have used marijuana, while 89.3% (n = 359) have

not.

Roofies/R2: 4.2% (n = 17) have used Roofies/R2, compared to 95.8% (n = 385) who have not.
Table 4.4 Students response on drug use trends

Variable SA A U D SD
Students staying off campus are 43(10.9) 50(12.5) 43(10.9) 168(41.9) 98(23.8)
just as likely to use drugs as those
living on campus
Female students are equally 35(14.7) 52(47.4) 142(21.4) 128(14.7) 45(0.7)
likely to take drugs as male
students.
Students in less demanding 19(4.7) 86(30.5) 97(31.9) 189(30.7) 11(8.1)
courses take drugs just as much
as those in demanding courses.
Students who come from well to 146(18.2) 171(48.9) 18(19.1) 45(11.3) 21(1.5)
do homes are likely to abuse
drugs than those who do not

For the statement "Students staying off campus are just as likely to use drugs as those living on

campus," a minority of 10.9% strongly agreed, while 12.5% agreed. A majority of 41.9%

disagreed, and 23.8% strongly disagreed. The remaining 10.9% had no opinion.

Regarding "Female students are equally likely to take drugs as male students," 14.7% strongly

agreed, and 47.4% agreed. A substantial 21.4% were undecided, while 14.7% disagreed and

0.7% strongly disagreed .On the statement "Students in less demanding courses take drugs just as

much as those in demanding courses," only 4.7% strongly agreed and 30.5% agreed. A

significant 31.9% were undecided, while 30.7% disagreed, and 8.1% strongly disagreed.

Concerning "Students who come from well-to-do homes are more likely to abuse drugs than

those who do not," 18.2% strongly agreed and 48.9% agreed. A smaller 19.1% were undecided,

11.3% disagreed, and 1.5% strongly disagreed.

Table 4.4 Students response on reasons for drug use

Variable SA A U D SD
To aid crime such as stealing and 21(10.9) 34(12.5) 22(10.9) 265(41.9) 60(23.8)
violence

To look cool, because drugs trend 89(22.1) 161(40.0) 42(10.6) 70(17.4) 40(9.9)
amongst students.
They do not understand the side 67(16.7) 201(50.0) 78(19.3) 34(8.5) 22(5.5)
effects..
They do not realize the active 56(13.9) 141(35.1) 84(20.9) 80(19.9) 41(10.2)
ingredient. E.g., Loud is
cannabis.
Parents also abuse drugs. 34(8.5) 96(23.9) 25(6.2) 189(47.0) 58(14.4)

Peer pressure. 183(45.5) 136(33.8) 32(8.0) 51(12.7) 0.0

For sexual perfomance 135(33.6) 182(45.2) 36(9.0) 37(9.0) 12(3.0)

The table on reasons for drug use among students indicates that a minority of 10.9% strongly

agreed and 12.5% agreed that drugs are used to aid crime such as stealing and violence, while a

majority of 41.9% disagreed and 23.8% strongly disagreed. In contrast, 22.1% strongly agreed

and 40.0% agreed that drugs are used to look cool due to trends among students, with 10.6%

undecided and 27.3% disagreeing. Regarding side effects, 16.7% strongly agreed and 50.0%

agreed that students do not understand them, while 19.3% were undecided and 14.0% disagreed.

For the lack of awareness about active ingredients, 13.9% strongly agreed and 35.1% agreed,

with 20.9% undecided and 30.1% disagreeing. On the influence of parental drug use, 8.5%

strongly agreed and 23.9% agreed, with 6.2% undecided and a majority of 61.4% disagreeing.

Peer pressure was a significant factor, with 45.5% strongly agreeing and 33.8% agreeing, while

only 8.0% were undecided and 12.7% disagreed. Lastly, 33.6% strongly agreed and 45.2%
agreed that drugs are used for sexual performance, with 9.0% undecided, 9.0% disagreeing, and

3.0% strongly disagreeing.

Table 4.5 Students response on perceptions of drug use

Variable SA A U D SD
Drug abuse is socially acceptable 38() 142(12.5) 46(10.9) 121(41.9 55(23.8)
amongst my peers )

Drug abuse is not a serious 11(2.7) 171(42.5) 49(12.2) 121(30.1 50(12.5)

problem in the university )
Occasional drug abuse is 34(8.5) 179(44.5) 165(41.0) 22(5.5) 2(0.5)
acceptable among students
There is a stigma associated with 19(4.7) 79(19.7) 126(31.3) 141(35.1 37(9.2)
drug abuse in the university. )

The university is currently 17(4.2) 85(21.2) 167(41.5) 113(28.1 20(5.0)

effective in dealing with drug )
abuse through counselling and
campaigns

Table 4.5 reveals that 10.9% of students strongly agreed and 12.5% agreed that drug abuse is

socially acceptable among peers, while 41.9% disagreed and 23.8% strongly disagreed.

Regarding the seriousness of drug abuse at the university, 2.7% strongly agreed and 42.5%

agreed, with 30.1% disagreeing and 12.5% strongly disagreeing. On the acceptability of

occasional drug abuse, 8.5% strongly agreed and 44.5% agreed, while 41.0% were undecided

and only 6.0% disagreed. When asked about the stigma of drug abuse at the university, 4.7%

strongly agreed and 19.7% agreed, with 31.3% undecided, 35.1% disagreeing, and 9.2% strongly

disagreeing. Lastly, 4.2% strongly agreed and 21.2% agreed that the university effectively
addresses drug abuse through counseling and campaigns, with 41.5% undecided and 33.1%

disagreeing.

Table 4.6: Students' Perceptions on Drug Abuse and Its Impact

Variable SA A U D SD
Exposure to drug education in 65(16.3) 127(31.6 163(40.5) 46(11.4) 1(0.2)
schools does not necessarily )
reduce drug abuse.

Students who abuse drugs are 58(14.4) 265(66.0 35(8.7) 15(3.7) 29(7.2)
more likely to engage in risky )
behaviors.

Drug addiction is purely a choice, 37(9.2) 198(49.3 29(7.2) 90(22.4) 48(11.9)

not a medical condition )

Over 1 in 3 crimes in Nigeria is 45(11.1) 67(16.6) 195(48.3) 73(18.6) 22(5.2)

drug related

Alcohol, Roofies(Rohypnol) and 96(23.9) 161(40.0 39(9.7) 69(17.2) 37(9.2)

ecstasy are the leading drugs in )
date rape

Alcohol is in the top 3 causes of 146(36.5) 189(47.2 36(8.6) 28(7.0) 3(0.7)

liver damage )

Shisha is not the leading cause of 26(6.4) 63(15.7) 265(65.9) 35(8.7) 13(3.3)
lung cancer

The table shows varied perceptions on drug-related issues among students. A majority, 40.5%,

were undecided about whether exposure to drug education in schools reduces drug abuse, with
16.3% strongly agreeing and 31.6% agreeing. Most students, 66.0%, agreed that drug users are

more likely to engage in risky behaviors, while 7.2% strongly disagreed. Regarding drug

addiction, 49.3% viewed it as a medical condition rather than a choice, with 22.4% disagreeing.

On drug-related crime, 48.3% agreed that over one-third of crimes in Nigeria are drug-related,

and 16.6% strongly agreed. For date rape drugs, 40.0% agreed and 23.9% strongly agreed that

alcohol, Roofies, and ecstasy are leading causes. Concerning liver damage, 47.2% agreed and

36.5% strongly agreed that alcohol is a major cause, whereas only 0.7% strongly disagreed.

Lastly, 65.9% believed that shisha is not the leading cause of lung cancer, with 6.4% strongly

agreeing and 8.7% disagreeing.

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

DISCUSSION

5.1 SOCIAL DEMOGRAPHIC CHARACTERISTICS

The sociodemographic characteristics of the study respondents reveals a predominantly male

cohort (62.7%). Research has demonstrated that males often exhibit different patterns of drug use

and attitudes compared to females ( Chukwujekwu et al 2017).

Participants are predominantly within the 20-24 years age range (54.5%), followed by those aged

25-29 years (32.3%). A smaller proportion falls within the 17-19 years (10.2%) and 30-35 years

(3.0%) age groups.

The distribution of participants across academic levels shows that most are in their 200 level

(39.3%), followed by 100 level (22.9%), 300 level (23.7%), 400 level (11.4%), and 500 level

(2.7%). This distribution suggests that the sample includes a broad range of students at various

stages of their academic journey

5.2 KNOWLEDGE AND AWARENESS OF DRUG ABUSE

All respondents (100%, n = 402) reported having heard of drug abuse. This universal

acknowledgment of drug abuse indicates that knowledge about the phenomenon is widespread.

However, this awareness does not necessarily equate to a deep understanding of its implications

as we will explore.

A notable 86.3% (n = 347) of respondents reported knowing a friend who uses drugs, indicating

that drug use is a relatively common issue within the social circles of the students. The remaining

13.7% (n = 55) who did not know anyone with a drug abuse problem may have less exposure to
this issue, potentially reflecting differences in social environments or personal networks.

Notably, 40 out of these 55 respondents were in their 100 level, suggesting that students in their

earlier years may have less exposure to drug use compared to their more advanced peers.

When asked to rate their knowledge of the effects of drug abuse, 41.8% (n = 168) rated their

understanding as average, while 31.6% (n = 127) rated it as good. Only 16.9% (n = 68)

considered their knowledge to be very good, and a smaller percentage rated it as very poor

(5.5%, n = 22) or poor (4.2%, n = 17). This is similar to another study on students’ knowledge

on drug abuse (Elarabi, et al., 2013).

The majority of respondents (79.9%, n = 321) recognized that it is possible for individuals to

abuse prescribed drugs. Among those who affirmed this, non-therapeutic use (52.0%, n = 167)

was identified as the most common form of abuse, followed by overdose (34.3%, n = 110) and

under dose (13.7%, n = 44). This highlights a significant understanding of the various ways

prescription drugs can be misused.

Smoking and Drug Abuse: An overwhelming majority (85.8%, n = 345) recognized smoking as

a form of drug abuse. This high level of awareness indicates a strong understanding of the

harmful effects of smoking and its classification as a form of drug use. The 14.2% (n = 57) who

did not acknowledge smoking as drug abuse might have different perceptions or lesser awareness

of the health risks associated with smoking.

A significant majority (91.3%, n = 367) of respondents believed that drug use can lead to severe

health issues such as hypertension, cancer, and mental instability. This high percentage reflects a

strong awareness of the health risks associated with drug abuse. The remaining 8.7% (n = 35)
who did not share this belief could benefit from more targeted educational interventions to

address gaps in their understanding.

In conclusion, while the respondents exhibit a high level of awareness about drug abuse and its

potential risks, there are variations in their knowledge. These findings highlight the need for

ongoing educational efforts to enhance understanding and address misconceptions about drug

abuse, particularly in relation to the broader implications of substance use. This assertion is also

supported by the finding of (Akinnuoye et al. 2014) in a study they carried out in University of

Ibadan among students where it was also confirmed that students have a high level of awareness

but poor actual knowledge.

5.3 KNOWLEDGE OF DRUG ADMINISTRATION, ADDICTION AND EFFECTS

The data reveal a mix of accurate knowledge and misconceptions, highlighting areas where

further education may be needed.

A significant majority of respondents (88.6%) correctly acknowledged that drugs can be

administered in various forms, including pills, injections, patches, and liquids. However, a small

percentage (8.7%) disagreed with this statement, and 7.5% were unsure, indicating that there

may be some gaps in basic pharmacological knowledge that could be addressed through more

comprehensive educational initiatives.

There was considerable uncertainty among respondents regarding the active ingredients in

substances like Loud, Colorado, and SK, with 49.8% being unsure whether these substances

share the same active ingredient. This uncertainty highlights a lack of precise knowledge about

these substances, which are often colloquially discussed among youths but not always

understood in terms of their chemical composition. This finding is also corroborated by the
finding of a similar study carried out in Ethiopia by (Liranso et al. 2017) on substance abuse

among youths in Addis Ababa where it was reported that majority of participants did not know

the active ingredient in substances they abused.

A large proportion of respondents (81.8%) were aware of the availability of support groups and

rehabilitation centers for individuals struggling with drug addiction. This awareness is crucial, as

it suggests that most students recognize that support systems exist for those needing help with

drug-related issues. However, 7.0% disagreed, possibly indicating a gap in knowledge about

available support services or a lack of trust in their effectiveness.

There appears to be some misinformation among respondents, with 12.4% falsely believing that

drugs like Molly and SK can make one feel high without side effects. This misconception is

concerning, as it could lead to dangerous behaviors under the false belief that these substances

are safe. However, it is encouraging that the majority (80.1%) correctly disagreed with this

statement, demonstrating an understanding of the risks associated with these drugs.

There was some misunderstanding regarding the relationship between legality and addictiveness,

with 14.9% of respondents falsely believing that only illegal drugs can be addictive. This

misconception could stem from a lack of understanding that legal substances, such as

prescription medications and alcohol, can also lead to addiction. This finding is at variance with

other studies that reported a higher understanding on legality and addictiveness of

substances( only 6% by Ogunsola et al 2018)

In summary, while the respondents generally demonstrate a good understanding of drug

administration, addiction, and the effects of certain substances, there are notable areas where

misconceptions persist. Addressing these gaps through targeted educational efforts could
enhance students' knowledge and reduce the risks associated with misinformation and

misunderstandings about drug use

5.4 AWARENESS OF DRUG SOURCES

The majority of respondents (38.4%, n = 844) believe that friends are the primary source from

which students obtain drugs. This perception underscores the recognized role of social networks

in facilitating drug access. This perception may indicate a broader recognition among students

that social circles are critical in introducing and normalizing drug use behaviors noted by

(Volkow, et al. 2016 and Kinnunen, et al. 2022)

A substantial 36.5% (n = 804) of respondents believe that pharmacies are a common source of

drugs for their peers. This perception suggests that many students are aware of the potential

misuse of prescription medications, even though these are legally obtained. The belief that

pharmacies are a significant source indicates concerns about the accessibility of drugs that might

be misused for non-medical purposes. It also highlights the importance of addressing the issue of

self-medication and the potential for prescription drug abuse among the student population.

A smaller but notable percentage of respondents (25.1%, n = 552) believe that clubs or parties

are key venues where students obtain drugs. This perception aligns with the common association

between recreational settings and drug use, where the social environment may encourage

experimentation. The data suggest that students are aware of the role that party culture plays in

drug access, reflecting the broader context in which drug use may occur as part of social

activities.

Gender Differences in Perceptions: Interestingly, the data reveal distinct gender differences in

these perceptions. A significant 87% (131) of female respondents believe that friends are the
most common source of drugs, suggesting that women may view peer influence as a particularly

strong factor in drug acquisition. In contrast, 45% (114) of male respondents believe that

pharmacies are the primary source, which could indicate differing perceptions of how drugs are

accessed between genders. This disparity in perception may reflect different social behaviors or

concerns among male and female students regarding drug use.

5.5 DRUGS STUDENTS HAVE HEARD OF AND USED

The analysis of Figures 4.2 and 4.3 reveals significant correlations between students' awareness

of various substances and their reported usage.

An overwhelming majority of respondents (99.8%) have heard of alcohol, and a substantial

84.8% reported having used it. This near-universal awareness and high usage rate indicate that

alcohol is deeply ingrained in the social fabric of the student community. The minimal gap

between those who have heard of alcohol and those who use it suggests that once students are

aware of this substance, they are highly likely to try it, possibly due to its social acceptability and

availability.

Awareness of Loud (74.1%), Shisha (83.3%), and marijuana (93.4%) is relatively high, reflecting

their prevalence in student culture. However, the usage rates tell a more nuanced story. While

14.2% of respondents reported using Loud, 27.1% have used Shisha, and 10.7% have tried

marijuana. The relatively higher usage of Shisha might be due to its portrayal as less harmful

compared to other substances like marijuana. Study from( Lesbian et al. 2021 ) reported 7.2% as

the prevalence of shisha use in Ibadan, South-West Nigeria.

Awareness of Molly (69.2%) and SK/Skunk (69.2%) is substantial, but their usage is notably

lower, with only 3.7% and 2.8% of respondents reporting use, respectively. Similarly, Tramadol

is known by 77.8% of students, yet only 10.0% have used it.

Codeine and Tramadol, both prescription drugs, show a similar pattern. High awareness (84.8%

for Codeine and 77.8% for Tramadol) contrasts with moderate usage (6.2% for Codeine and

10.0% for Tramadol). This trend highlights the ongoing issue of prescription drug misuse, where

students may be aware of these substances due to their legitimate medical uses, but their actual

misuse remains limited to a smaller group. This finding is corroborated by both (UNODC-

United Nations Office on Drug and Crime ) and (Durowade et al 2018)

Awareness of Canada (51.0%) and Roofies/R2 (45.0%) is lower compared to other substances,

and their usage is also limited, with 4.7% and 4.2% of respondents, respectively, reporting use.

These substances are either less common or less discussed among students, leading to both lower

awareness and lower usage rates.

Among students who have heard of three or fewer drugs, 100-level students are the most

common, with 43 out of 78 fitting this category. This could indicate that newer students,

particularly those in their first year, have less exposure to information about these substances,

either due to limited social circles, less engagement in activities where drugs might be present, or

simply due to their shorter time in the university environment. As these students progress

through university, their awareness—and possibly their risk of exposure—may increase.

5.6 Students response on drug use trends

The students' responses reveal diverse perceptions regarding factors that influence drug use

within the university. A majority believe that students living on campus are more likely to use

drugs than those off-campus, and many think that female students are just as likely to take drugs

as male students. Opinions are mixed about whether students in less demanding courses use

drugs as much as those in more demanding courses, with a significant portion of respondents

undecided. Lastly, a large number of students perceive that those from well-to-do homes are

more likely to abuse drugs, although some remain uncertain. These findings suggest that

students' views on drug use are influenced by a variety of factors, including living arrangements,

gender, academic pressures, and socioeconomic status.

5.7 Perceptions and Reasons

The students' responses to the reasons for drug use (Table 4.4) and their perceptions of drug

abuse (Table 4.5) provide insights into the factors driving drug use among students and how they

view drug abuse within the university environment.

Peer pressure emerges as the most significant factor influencing drug use, with a combined

79.3% (45.5% strongly agreeing and 33.8% agreeing) of respondents acknowledging it as a

reason for drug use. This suggests that the social environment and the desire to fit in with peers

play a crucial role in drug experimentation and continued use. Similarly, using drugs for sexual

performance is also highly recognized, with 78.8% (33.6% strongly agreeing and 45.2%

agreeing) of students indicating that sexual performance is a key motivator. Interestingly, a

substantial proportion of students believe that their peers use drugs because they do not

understand the side effects (66.7% agreeing). This highlights a potential gap in awareness and

education regarding the risks associated with drug use. In contrast, fewer students (35.8%)
believe that parental drug abuse significantly contributes to students' drug use, suggesting that

while familial influence is acknowledged, it may not be as pivotal as peer-related factors.

When it comes to perceptions of drug abuse, students appear to hold somewhat conflicting

views. While a majority (41.9%) disagree that drug abuse is socially acceptable among their

peers, a notable portion (23.4%) believes it is, reflecting a divided opinion on the normalization

of drug use. This is further complicated by the finding that 53% of students agree that occasional

drug abuse is acceptable, indicating that while drug abuse might not be fully normalized, it is still

tolerated in certain contexts.

Moreover, a significant portion of students (45.2%) perceive drug abuse as a serious problem

within the university, although 44.5% feel it is not a critical issue. This split opinion suggests

that while some students recognize the gravity of the situation, others may be downplaying its

seriousness, possibly due to desensitization or personal experiences. The perception of stigma

surrounding drug abuse is mixed, with 35.1% disagreeing that there is a stigma, while 24.4%

agree that it exists. This indicates that while some students feel that drug abuse is socially

unacceptable, others might not face significant social repercussions, possibly depending on the

peer groups they associate with. Finally, there is a lack of consensus on the effectiveness of the

university's efforts to combat drug abuse through counseling and campaigns, with 41.5%

undecided and only 25.4% agreeing that these measures are effective. This highlights a potential

area for improvement in the university's approach to addressing drug-related issues among

students.
The mixed views on the social acceptability and stigma of drug abuse imply that while some

students are aware of the dangers, others might still perceive drug use as a minor or socially

acceptable issue. The university's role in shaping these perceptions is crucial, and enhancing the

effectiveness of counseling and awareness programs could help shift these attitudes, reducing

drug use on campus.

5.8 Knowledge of Social and Medical Effects of Drug Abuse

Table 4.6 reflects students' perceptions regarding the social and medical consequences of drug

abuse, revealing a range of understandings and misconceptions.

A significant proportion of students (40.5%) remained undecided on whether exposure to drug

education in schools effectively reduces drug abuse. The considerable uncertainty suggests a

potential gap in the perceived effectiveness of current educational interventions

The majority (66.0%) correctly identified that drug abuse is linked with increased risky

behaviours. This awareness aligns with research showing that drug abuse often correlates with

higher rates of risky activities and poor decision-making, highlighting students’ general

understanding of the behavioral consequences of drug abuse.

There was a strong consensus (49.3%) that drug addiction is primarily a medical condition rather

than merely a choice, challenging the stigma often associated with addiction. a considerable

34.3% (22.4% disagreed, 11.9% strongly disagreed) viewed it as a choice, indicating differing

levels of awareness or belief in the medical nature of addiction.

Almost half (48.3%) of the students agreed that a significant proportion of crimes in Nigeria are

drug-related, with 27.7% strongly agreeing. There was less strong agreement on this point
compared to other areas. This partial understanding may reflect gaps in awareness about the

broader societal impacts of drug abuse.

A majority of students (63.9%) recognized that alcohol, Roofies, and ecstasy are leading drugs in

date rape cases. This correct identification reflects an awareness of the severe and dangerous

consequences of drug misuse in specific contexts, such as sexual violence.

Most students (83.7%) accurately identified alcohol as a major cause of liver damage, with

83.7% agreeing or strongly agreeing. This high level of awareness about the medical effects of

alcohol is critical for understanding the long-term health risks associated with its use. There was

considerable disagreement about the role of shisha in causing lung cancer, with 65.9% believing

it is not the leading cause. This indicates a need for better education on the health risks

associated with shisha smoking, as evidence shows that it does contribute to respiratory problems

and cancer.

5.9 STUDY LIMITATION

While this study provides valuable insights into the knowledge and perceptions of drug abuse

among Delta State University students, several limitations should be acknowledged:

 Sample Representation: The study's sample may not fully represent the entire student

population at Delta State University. Although the sample includes students from various

academic levels, the distribution may not perfectly reflect the demographic and

behavioral characteristics of the whole student body. Additionally, the sample's gender

imbalance, with a predominance of male respondents, may affect the generalizability of

the findings.
  Self-Reported Data: The data collected is based on self-reports from participants, which

can be subject to biases such as social desirability bias or inaccurate recall. Students

might underreport or over report their drug use or perceptions due to the sensitive nature

of the topic or a desire to conform to perceived social norms.

 Cross-Sectional Design: The study employs a cross-sectional design, capturing data at a

single point in time. This design limits the ability to assess changes in knowledge,

attitudes, or behaviors over time. Longitudinal studies would be necessary to observe

how drug abuse knowledge and perceptions evolve during students' academic careers.

5.10 Conclusions

In conclusion, while students exhibit a significant level of awareness and some accurate

perceptions about drug abuse, there are critical areas where further education and targeted

interventions are needed. Peer pressure and social environments are recognized as major factors

influencing drug use, with differing perceptions on the role of gender, academic pressures, and

socioeconomic status. Students' views on the social acceptability and seriousness of drug abuse

are mixed, reflecting a divided opinion on its normalization and the effectiveness of university

interventions.

Awareness of drug abuse is high, students have a basic knowledge of drug abuse and its

implications, and perceptions vary greatly.

5.11 Recommendations
 Enhanced Drug Education Programs: Develop and implement more engaging and

interactive drug education programs. These should include real-life scenarios, interactive

workshops, and peer-led sessions to make the information more relatable and impactful.

Tailor the content to address common misconceptions and provide practical advice on

avoiding drug abuse.

 Increased Awareness Campaigns: Launch regular awareness campaigns focusing on the

specific social and medical effects of drug abuse. Utilize various media platforms,

including social media, posters, and campus events, to reach students effectively.

Highlight key issues such as the dangers of shisha, the reality of prescription drug abuse,

and the link between drug abuse and risky behaviors.

 Strengthening Support Services: Establish or enhance on-campus support groups and

counseling services. Ensure these services are easily accessible and well-publicized.

Provide training for counselors to address both the medical and psychological aspects of

drug addiction. Additionally, consider peer support groups where students can share

experiences and seek advice.

 Promoting Healthy Social Norms: Address peer pressure and promote healthier social

activities through student organizations and campus events. Encourage student groups to

offer drug-free social alternatives and actively challenge the normalization of drug use.

Promote the benefits of engaging in healthy, drug-free lifestyles.

 Integrating Drug Awareness into Academic Curriculum: Incorporate drug awareness and

prevention topics into the academic curriculum, especially in courses related to health,

social sciences, and behavioral studies. This integration will ensure that all students
 receive essential information about drug abuse and its consequences as part of their

education.

 Gender-Specific Interventions: Recognize the differing perceptions between male and

female students regarding drug sources and implement gender-specific educational

interventions. For instance, address the concerns that male students may have about

pharmacy misuse and the strong peer influence perceived by female students.

 Regular Assessment and Feedback: Conduct regular assessments of drug abuse

awareness and education programs to measure their effectiveness. Solicit feedback from

students to continuously improve these programs. Use this data to refine educational

strategies and address any emerging issues or misconceptions.

 Collaboration with Local Communities: Partner with local healthcare providers, law

enforcement, and community organizations to support drug abuse prevention efforts.

These collaborations can help reinforce the messages delivered on campus and provide

students with additional resources and support outside the university.

 Enhancing Drug Policy and Enforcement: Review and strengthen university policies

regarding drug use and enforcement. Ensure that policies are clearly communicated to

students and that there are effective measures in place to address drug-related incidents.

Provide education on the consequences of drug use and ensure consistent enforcement of

policies
 REFERENCES

1. United Nations Office on Drugs and Crime (UNODC). Drug Use and Health in Nigeria,

2018

2. Zivari-Rahman M, Lesani M, Shokouhi-Moqaddam S. Comparison of mental health,

aggression and hopefulness between student drug-users and healthy students (A study in

Iran). Addict Health. 2012;4(1-2):36–42.

3. Zolkoski SM, Bullock LM. Resilience in children and youth: A review. Child Youth Serv

Rev. 2012;34(12):2295–303

4. Becker JB, Hu M. Sex differences in drug abuse. Front Neuroendocrinol. 2008;29(1):36–

47.

5. Mesic S, Ramadani S, Zunic L, Skopljak A, Pasagic A, Masic I. Frequency of substance

abuse among adolescents. Mater Sociomed. 2013;25(4):265–9.

6. Adebowale, O., et al. (2013). "Drug Abuse among Students in Nigerian Universities."

7. Adekeye, O. A., et al. (2013). "Drug Use Among University Students in Nigeria:

Prevalence and Socio-demographic Correlates."

8. Ajayi, I. A., & Ekundayo, H. T. (2010). "Contemporary Issues in Drug Abuse and its

Prevention among Youths in Nigeria."

9. Degenhardt, L., et al. (2017). "Amphetamine use among university students."

10. Linhardt, R. (2001). "Media and Social Influence on Drug Abuse."

11. McCrystal, P., Higgins, K., & Percy, A. (2007). "Youth Culture and Drug Use."

12. National Institute on Drug Abuse (2020). "Understanding Drug Abuse and Addiction."

13. Oshodi, O. Y., Aina, O. F., & Onajole, A. T. (2010). "Substance Use among Secondary

School Students."

14. Oluwole, O., et al. (2016). "Prescription Drug Abuse in Nigeria."

15. Onifade, O. S., et al. (2020). "Prevalence of Drug Abuse among University Students."

16. Radda, A. (2009). "Societal Consequences of Drug Abuse."

17. UNODC (2019). "World Drug Report."

18. UNODC (2021). "Annual Drug Abuse Report."

19. World Health Organization (2018). "Health Impacts of Drug Abuse."

20. Yusuf, O., et al. (2016). "Tramadol and Codeine Abuse in Nigeria."

21. Oluwole, A., Ojo, J., & Akinrinade, D. (2016). Patterns of Tramadol and Codeine Misuse

in Nigeria: A Study of Non-Prescription Use among Young Adults. Journal of Substance

Abuse Research, 4(2), 89-97.

22. United Nations Office on Drugs and Crime (UNODC). (2021). Cannabis Market Trends

in West Africa: The Role of Street Dealers. UNODC Regional Report, 3(1), 45-56.

23. National Institute on Drug Abuse (NIDA). (2022). Club Drugs: The Social Scene and

Drug Abuse. NIDA Research Report Series.\

24. Chukwujekwu CD. Psychoactive substance use among Nigerian students: Patterns and

socio-demographic correlates. American Journal of Psychiatry and Neuroscience. 2017:

5(2): 22- 25. doi:10.11648/j.ajpn. 20170502.