Importance Of Proper Drug Education To Humanities And Social Sciences

(HUMSS) Grade 12 Student Of Digitech College

This Research Report

Submitted to Digital Communication and
Technological College, Inc.
Lucena city

In Partial Fulfillment of the Requirements

for the Subject Practical research 2

Grace Joy Gardones

Ylamae Suarez
Bryan James Rajel

MAY 2024
Introduction

Drug education is important because young people are faced with many
influences to use both licit and illicit drugs. Education can play a counter balancing role
in shaping a normative culture of safety, moderation, and informed decision making.
Drugs are substances that change a person’s mental or physical state. They can affect
the way your brain works, how you feel and behave your understanding and your sense.
This makes them unpredictable and dangerous especially for young people. The effect
of drug is different for each person and drug Factors such as peer pressure, physical
and sexual abuse early exposure to drugs, stress, and parental guidance can greatly
affect a person’s likelihood of drug use and addiction. Development genetic and
environmental factors interact with critical developmental stages in a person’s life to
affect addiction risk.
Proper drug education helps students understand that all drugs, legal or illicit,
have the potential to harm the user and their behavior. It also provides credible and
accurate drug information for young people to help them make informed decisions so
that every student understands why knowledge about illegal drugs and how and what to
do to avoid using it. Providing organized and structured learning opportunities, students
can develop a comprehensive understanding of the potential risks and benefits
associated with various substances. This knowledge not only empowers them to make
healthier choices for themselves but also allows them to educate others who may be
struggling with substance-related issues.
This study aims to know the importance of proper drug education and give
students organized, structured learning opportunities to improve their attitudes,
knowledge, and abilities regarding all substances and to recognize the advantages of
leading a healthy lifestyle and connecting this to their own and other people’s behaviors.

Statement of the problem.

Generally, this study aims to determine the importance of proper drug education
to Humanities and Social Sciences grade 12 student of Digitech College
1. What is the importance of proper drug education to Humanities and Social
Sciences strand grade 12 student of Digitech College?
2. What is the background knowledge of Humanities and Social Sciences strand
grade 12 student of Digitech College?
3. How does Humanities and Social Sciences strand grade 12 student of Digitech
College benefit in proper drug education seminar?
Theoretical framework
According to Albert Bandura’s original proposal of the social learning theory, it
came after two millennia of scholarly research into the factors that influence human
behavior. This theory’s fundamental tenet, reciprocal determinism, holds that functional
interactions among three factors personal characteristics, the external environment, and
the behavior itself determine human behavior. According to this concept, an individual’s
personal traits, social environment, and drug-centric activities all have functional links
that lead to drug addiction. Put differently, addiction can be understood as a
biopsychosocial condition that is always changing and involves aspects that are both
internal and external to the person. Therefore, all of the model’s nodes should be the
focus of effective therapy actions.

The ideas of learning and behavior modification form the foundation of cognitive-
behavioral (CB) treatment approaches for psychoactive substance use disorders
(PSUDs) (Eysenck, 1982). CB tactics are a subset of the broader set of procedures that
are categorized as “behavior therapy.” According to Kuhn (1970), CB theory has been
“normal science” for the past ten years. The use of CB approaches in conjunction with
other approaches, such as motivational interviewing (Moyers & Houck, 2011),
pharmacotherapy (Willenbring, 2010), mindfulness (Witkiewicz & Bowen, 2010), and
contingency management (Lee & Rawson, 2008), has also received more attention in
recent years (Evans-Jones, Peters, & Barker, 2009). This chapter starts out by going
over there the fundamental presumptions of CB theory. Next, it gives a quick summary
of the processes that are assumed to.

Conceptual framework
Assumption and Hypothesis
Many students are more focused on gadgets and playing online games than listening
and learning about drug education. As a result, students may be less informed and may
not develop the necessary skills to make informed and responsible decisions about drug
use.

Significance of the Study

This study contributes to existing knowledge by emphasizing the importance of
proper drug education and will serve as a valuable resource for further academic
studies in related fields. The result of the study will benefit from the following:
Principal: Research benefits principals to understand why students should be
provided with drug education knowledge. The Principal may work with local community
organizations, law enforcement, and health professionals to improve students’
knowledge of drug education.
Teachers: This research can provide knowledge to teachers to observe students
and develop strategies to avoid drug abuse.
Students: Research benefits students to understand the effects of the
importance of drug education helps young people aim to improve health, and aim to
reduce the rate of drug use.
Researchers: Researchers can gain a deeper understanding of the importance
of proper drug education and the effects on people’s health and behavior.
Scope and Delimitation
This study focuses on examining the effects of appropriate drug education,
particularly for Humanities and Social Science strand grade 12 senior high school
students of Digitech college. The respondents will be the Humanities and Social
Sciences grade 12 senior high school students from Digitech College. Drug education
can benefit students by making them more aware of the dangers of substance use,
encouraging responsible behavior, and giving them tools and knowledge they need to
cope with peer pressure.
This study exclusively investigates the importance of drug education among
grade 12 senior high school students enrolled in the Humanities and Social Science
(HUMSS) strand at Digitech College this May 2024. The research only focuses on
grade 12 senior high school students of Digitech College to ensure an evaluation of the
impact of drug education within an academic context. The study limits its analysis to the
responses and experiences of Digitech college grade 12 senior high school students in
the humanities and social sciences. Additionally, research has focused on the
effectiveness of drug education in raising awareness of substance abuse risks,
promoting responsible decision-making by students.

Definition of terms
Substance – A specific or unique chemical such as drugs or alcoholic beverages, often
considered dangerous and prohibited by law.
Drugs – A medicine or other substance which has a physiological effect when ingested
or otherwise introduced into the body.
Addiction – A illness marked by obsessive drug use and seeking in spite of negative
outcomes.
Drug Education – It provides information about drugs.
Drug Abuse – it is the use of substance for non-medical and inconsistent with the
prescribed dosage or frequency of use.
Illicit – it is unlawful or not permitted or forbidden by law.
Licit – it is authorized, or in accordance with law. Established founded upon law or
official or accepted rules.
Biopsychosocial – systematically considers biological, psychological, and social
factors and their complex interactions in understanding health, disease, and health care
delivery.
Reciprocal determinism – is the idea that behavior is controlled or determined by the
individual, through cognitive processes, and by the environment, through external social
stimulus events.
Psychoactive – A drug or other substance that affects how the brain works and causes
changes in mood, awareness, thoughts, feelings, or behavior.

References
A.Haydon, A.-L. McRee, C.T. Halpern. Risk-Taking Behavior, Encyclopedia of
Adolescence (2011). https://doi.org/10.1016/B978-0-12-373951-3.00129-0

Rotgers, F. (2012). Cognitive-behavioral theories of substance abuse. In S. T. Walters &

F. Rotgers (Eds.), Treating substance abuse: Theory and technique (3rd ed., pp.
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