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INTERVENTIONS EMPLOYED IN CURBING THE LEVEL OF DRUG ABUSE IN
SECONDARY SCHOOLS OF KAJIADO NORTH SUB-COUNTY, KENYA
NOREEN NJERI KINUTHIA
REG: 1028251
A Thesis submitted to the school of Postgraduate Studies to the Faculty of Education in
Partial Fulfilment for the award of Master of Education Degree in Administration and
Planning.
THE CATHOLIC UNIVERSITY OF EASTERN AFRICA
NAIROBI, KENYA
AUGUST, 2018.
i
DECLARATION
ii
DEDICATION
I dedicate this work to my beloved Husband Dr. Allan Ole-Kwallah for giving me
spiritual, moral and financial support. To my dear children Shantal, Nashipae and Sammy
for being understanding and tolerant in my absence, and to my parents, brothers and sisters
for supporting me throughout my academic journey.
iii
ABSTRACT
Disturbingly, high levels of illicit drug use remain a problem among school going children
both in secondary schools and colleges. The purpose of the current study was to analyse the
measures and techniques used in secondary schools in Kajiado North sub-county to lower
the levels of drug abuse so as to establish effective approaches against drug abuse in
secondary schools. The research was guided by four questions as follows: Which strategies
are used to curb drug abuse in secondary schools in Kajiado North Sub-County? To what
extent are the strategies effective in curbing drug abuse in secondary schools in Kajiado
North Sub-County? What are the challenges faced in implementing the strategies to control
drug abuse in Kajiado North Sub-County secondary schools? What modifications are needed
within the interventions to establish an effective programme against drug abuse in secondary
schools in Kajiado North Sub-County? A convergent parallel mixed methods design was
employed for the study. The study applied purposive, automatic inclusion, stratified and
simple random sampling techniques to select the sample. The researcher used
questionnaires, document analysis and interview guides to collect the relevant information.
Statistical Package for Social Science (SPSS version 23) was used to analyse quantitative
data, while qualitative data was analyzed thematically to obtain views and perceptions of the
respondents. The study findings revealed that secondary school administrators in Kajiado
North sub-county are putting great efforts to lower the level of drug abuse in schools. It was
found out that the level of drug abuse had gradually decreased. The commonly used
administrative interventions in Kajiado North Sub-County secondary schools were guidance
and counseling and expulsion from school. Among the strategies used to prevent students
from indulging in drug abuse were education on drug abuse, guidance and counseling, the
presence of strict drug abuse policies and parental involvement. The findings revealed that
the most effective measures used in schools are guidance and counseling while the least
effective are parental involvement. The two main challenges that affected addressing drug
abuse effectively were registered by the findings to include minimal or lack of parental
support and inadequate knowledge of all stakeholders. Among the suggestions to improve
on the drug abuse interventions, it was revealed that referral to rehabilitation centres and
more education programs on the effects of drug abuse among students stood out. To
effectively address the challenges of drug abuse in secondary schools in Kajiado North Sub-
County, the study recommends education of all the stakeholders on the strategies to address
drug abuse, the involvement of students in tackling drug abuse problem through the
development of peer- to- peer learning forums, increasing the frequency of the anti- drug
talks and the implementation of rehabilitation programs for the chronic drug users. The
study further recommends areas of further research that include parental involvement,
rehabilitation, assessment of best proven practices in relations to drug abuse.
iv
TABLE OF CONTENTS
DECLARATION....................................................................................................................... i
DEDICATION.......................................................................................................................... ii
ABSTRACT ............................................................................................................................ iii
TABLE OF CONTENTS ....................................................................................................... iv
LIST OF TABLES .................................................................................................................. ix
LIST OF FIGURES ................................................................................................................. x
ABBREVIATION AND ACRONYMS ................................................................................. xi
CHAPTER ONE ...................................................................................................................... 1
INTRODUCTION.................................................................................................................... 1
1.1 Background to the Problem ................................................................................................. 1
1.2 Statement of the Problem ................................................................................................... 10
1.3 Research Questions ............................................................................................................ 12
1.4 Significance of the Study ................................................................................................... 12
1.5 Scope and Delimitation ...................................................................................................... 13
1.6 Theoretical Framework ...................................................................................................... 15
1.6.1 Strengths of the Theory ................................................................................................... 16
1.6.2 Weaknesses of the Theory .............................................................................................. 17
1.6.3 Application and Relevance of the Theory ...................................................................... 18
1.7 Conceptual Framework ...................................................................................................... 20
1.8 Operational Definitions of Key Terms .............................................................................. 23
1.9 Organization of the Study .................................................................................................. 23
CHAPTER TWO ................................................................................................................... 25
REVIEW OF RELATED LITERATURE .......................................................................... 25
2.1 Introduction ........................................................................................................................ 25
2.2 Critical review of Theories ................................................................................................ 25
2.2.1 Social learning theory by Albert Bandura (1977) ........................................................... 25
v
2.3 Review of Empirical Studies ............................................................................................. 27
2.3.1 Strategies Used to Curb Drug Abuse in Secondary Schools .......................................... 27
2.3.2 Extent of Effectiveness of Strategies employed in Curbing Drug Abuse ....................... 49
2.3.3 Challenges faced in the fight against drug abuse in schools ........................................... 57
2.4 Summary and Knowledge Gap .......................................................................................... 69
CHAPTER THREE ............................................................................................................... 72
RESEARCH DESIGN AND METHODOLOGY ............................................................... 72
3.1 Introduction ........................................................................................................................ 72
3.2 Research Design................................................................................................................. 72
3.3 Target Population ............................................................................................................... 73
3.4 Sample and Sampling Procedures ...................................................................................... 73
3.4.1 Sampling of Schools ....................................................................................................... 74
3.4.2 Sampling of Respondents ............................................................................................... 75
3.4.2.1 School Administrators ....................................................................................... 75
3.4.2.2 PTA and Guidance and Counseling Teachers .................................................... 75
3.4.2.3 Students ............................................................................................................ 77
3.5 Locale of the Study ............................................................................................................ 77
3.6 Description of Research Instruments ................................................................................. 78
3.6.1 Interview Guide .............................................................................................................. 78
3.6.2 Questionnaires................................................................................................................. 78
3.6.3 Document Analysis Guide .............................................................................................. 79
3.7 Validity, Pilot testing and Reliability of Instruments ........................................................ 80
3.7.1 Validity ........................................................................................................................... 80
3.7.2 Pilot Testing .................................................................................................................... 80
3.7.3 Reliability of Quantitative Instruments ........................................................................... 81
3.7.4 Credibility and Dependability of Qualitative Instruments .............................................. 81
3.8 Description of Data Collection Procedures........................................................................ 82
vi
3.9 Description of Data Analysis Procedures .......................................................................... 83
3.10 Ethical Considerations ..................................................................................................... 84
CHAPTER FOUR .................................................................................................................. 85
PRESENTATION, DISCUSSION AND INTERPRETATION OF THE STUDY
FINDINGS .............................................................................................................................. 85
4.1 Introduction ........................................................................................................................ 85
4.2 Response Rates of Various Categories of Respondents .................................................... 86
4.3 Demographic Information .................................................................................................. 87
4.3.1 Gender Distribution ........................................................................................................ 87
4.3.2 Students Age Bracket ...................................................................................................... 89
4.3.3 Number of years as a student in the school ..................................................................... 91
4.3.4 Guidance and Counseling teachers‟ Level of Training ................................................... 92
4.3.5 Level of experience of the Guidance and Counseling Teachers ..................................... 93
4.3.6 Number of Years as PTA Members ................................................................................ 94
4.3.7 Type and Category of schools ......................................................................................... 94
4.4 Strategies used in Curbing Drug abuse in secondary schools............................................ 96
4.4.1 People Involved in Addressing Drug Abuse ................................................................... 96
4.4.2 Strategies used in schools to deal with student drug users ............................................. 97
4.4.3 Presence of drug policies in schools ............................................................................. 104
4.4.4 The frequency of using various measures to prevent students from indulging into drug
abuse ...................................................................................................................................... 105
4.5 Level of Effectiveness of the strategies ........................................................................... 108
4.5.1 Students Responses ....................................................................................................... 108
4.5.2 PTA responses on the effectiveness of the strategies ................................................... 110
4.5.3 Guidance and Counselling teachers responses on the effectiveness of the interventions‟
strategies ................................................................................................................................ 112
4.5.4 Overall assessment of drug abuse cases in school annually ......................................... 113
4.5.5 Analysis of Drug Abuse Trends in Kajiado North Sub- County Secondary Schools ... 114
vii
4.5.6 Analysis of Academic performance and drug abuse trends .......................................... 116
4.5.7 The relationship between drug abuse and academic performance in Kajiado North Sub-
County .................................................................................................................................... 117
4.6 Challenges Faced in Fighting Drug Abuse ...................................................................... 119
4.7 Suggestions on how best to improve the interventions. ................................................... 123
CHAPTER FIVE ................................................................................................................. 126
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ..................................... 126
5.1 Introduction ...................................................................................................................... 126
5.2 Summary of the Study ..................................................................................................... 126
5.3 Summary of the study findings ........................................................................................ 127
5.3.1 Strategies used in secondary schools to curb drug abuse ............................................. 127
5.3.3 Effectiveness of the strategies employed to curb drug abuse ....................................... 128
5.3.4 Challenges in the implementation of the current strategies against drug abuse ........... 128
5.3.5 Suggestions on the modifications needed within the current interventions .................. 129
5.4 Conclusion ....................................................................................................................... 129
5.5 Recommendations ............................................................................................................ 130
5.6 Areas of Further Research ............................................................................................... 133
REFERENCES ..................................................................................................................... 134
APPENDICES ...................................................................................................................... 147
Appendix 1: Questionnaire for Guidance and Counseling Teachers ................................. 147
Appendix 2: Questionnaire for PTA Chairpersons ............................................................ 152
Appendix 3: Questionnaire for Students ............................................................................ 155
Appendix 4: Interview Guide for Principals and Deputy Principals. ................................. 159
Appendix 5: Document Analysis Guide............................................................................. 161
Appendix 6: Consent Form ................................................................................................ 163
Appendix 7: NACOSTI Research Permit .......................................................................... 164
Appendix 8: Research Authorization: Kajiado County Director of Education .................. 166
viii
Appendix 9: Research Authorization: Kajiado North Sub-County Director of Education ......
167
Appendix 10: Letter of Introduction to Nacosti: CUEA. ................................................... 168
ix
LIST OF TABLES
Table 1 ....................................................................................................................................... 8
Table 2 ..................................................................................................................................... 75
Table 3 ..................................................................................................................................... 77
Table 4 ..................................................................................................................................... 86
Table 5 ..................................................................................................................................... 87
Table 6 ..................................................................................................................................... 89
Table 7 ..................................................................................................................................... 91
Table 8 ..................................................................................................................................... 92
Table 9 ..................................................................................................................................... 93
Table 10 ................................................................................................................................... 94
Table 11 ................................................................................................................................... 95
Table 12 ................................................................................................................................... 96
Table 13 ................................................................................................................................... 98
Table 14 ................................................................................................................................. 101
Table 15 ................................................................................................................................. 105
Table 16 ................................................................................................................................. 107
Table 17 ................................................................................................................................. 108
Table 18 ................................................................................................................................. 111
Table 19 ................................................................................................................................. 112
Table 20 ................................................................................................................................. 114
x
LIST OF FIGURES
Figure 1. Conceptual Framework. Adapted from Maithya (2009). ......................................... 20
Figure 2: Analysis on the Number of drug abuse cases from 2013- 2017 ............................. 115
Figure 3: Academic performance from 2013- 2017 as drawn from the performance records
................................................................................................................................................ 116
Figure 4: Graph of average drug abuse case and average mean grade from 2013- 2017 .... 118
Figure 5: Students’ responses on the challenges faced in fighting drug abuse ..................... 119
Figure 6: Guidance and counselling teachers’ responses on the challenges faced in fighting
drug abuse. ............................................................................................................................. 120
xi
ABBREVIATION AND ACRONYMS
NIH National Institute of Health
SPSS Statistical Package for Social Sciences
DSA Drugs and Substance Abuse
NGO Non-Governmental Organizations
DARE Drug Abuse Reduction program
ESPAD European School Survey Project on Alcohol and Other Drugs
DEO District Education Officer
MOE Ministry of Education
NACADA National Agency for Campaign Against Drug Abuse
NIDA National Institute of Drug Abuse
PTA Parent Teachers Association
SPSS Statistical Package for Social Sciences
UN United Nations
UNDCP United Nations Drug Control Program
UNODC United Nations Office on Drugs and Crime
WHO World Health Organization
NACOSTI National Commission for Science, Technology and Innovation.
SCDE- Sub County Director of Education
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the Problem
Education is the systematic process of gaining knowledge and skills through study
and instruction. It is a vital tool that is used in the contemporary world to succeed in life.
Education is essential since it is used to alleviate most of the challenges faced in life. The
knowledge that is attained through education helps open doors to a lot of opportunities for
better prospects in career growth (Sanjay, 2014)
Article 29 of the United Nations Convention on the Rights of the child (1989)
articulates that the purpose of a child‟s education is to develop his or her personality, talents,
mental and physical abilities to the fullest. Education should also prepare them to live
responsibly and peacefully in a free society, fostering respect for basic human rights, their
own cultural and national values as well as those of others. Adopting the article 29, a
committee on the rights of the child stated the aims of education which included: the holistic
development of the full potential of the child, meaning that the education should bring up an
all-round child. These would include the development of respect for human rights, an
improved sense of identity and affiliation as well as his or her interaction with others and
with the environs.
The committee went further to stress that the education to which every child is
entitled to be one designed to provide the child with life skills, to reinforce the child‟s ability
to enjoy the full range of human rights. The article emphasized that education should also
promote a culture which is filled with appropriate human rights values, with the goal of
empowering the child in developing his or her skills of learning , human dignity, self-esteem
2
and self-confidence (United Nations, 2001). In other words, the objective of education should
not be to develop one single virtue but to bring forth healthy normal human beings who
appreciate the significance of life and what it demands from them. Musaazi (2013) indicates
that education is life and must not be treated merely as a preparation for life. He emphasizes
that school administrators have the responsibility to stress the importance of this kind.
According to Ratlif (2014), Principals and assistant principals are responsible for meeting
with teachers and parents to help keep students' behavior under control. School administrators
usually make rules and procedures that cover the entire school as well as behavior plans for
individual students who regularly cause trouble. Administrators also help design programs to
keep schools safe and free of drugs and alcohol. In this regard the school administrators are
tasked with the duty to eliminate any impediments to success in education.
Drug abuse has been considered one of the major obstacles to success in Education.
Substance abuse is a global challenge with detrimental effects on health, wealth and security
of nations (UNODC, 2010). Obiechina and Isiguzo (2016) assert that nowadays drug
addiction is one of the most annoying and persistent problems that almost all countries have
faced in the world including Nigeria. According to McCabe, Boyd and Teter, ( 2009), drug
and substance abuse is heavily decried all over the world. The menace has been considered a
global epidemic. World Health Organization (2002) also reported that, tobacco killed around
4.9 million people in the world.
Disturbingly, World Health Organization (WHO) discovered that tobacco use among
the youth has been rising gradually all over the world. By 1986, an estimated one billion
people smoked about five trillion cigarettes yearly. In the 1990„s, World Health
Organization projected that the worldwide death toll from tobacco-related diseases had
reached over three million per annum. United States of America (USA) is considered one of
the most developed countries in the world, yet they have not managed to be off the drug
3
menace hook. Youth Risk Behaviour Surveillance System in high schools reported that
44.7% of students in the USA had ever tried cigarette smoking; 70.8% of students took at
least one drink of alcohol on at least 1 day during their life while 38.7% of students took at
least one drink of alcohol on at least 1 day during the 30 days before the survey (Eaton et al.,
2012).
Studies have shown that drug use among European youths is a major public health
problem. While studying on prevention of alcohol use among junior high school students in
Europe, Caria, (2009) discovered that a lower proportion of baseline occasional drinkers had
increased their consumption from 44.3% to 53.9%. Psycho-stimulants and cannabis have
emerged as the most commonly used illicit drugs in Australia. A study was conducted by
Newton, Champion, Elise and Teesson (2014) on a universal harm-minimization approach to
preventing psycho-stimulant and cannabis use among the adolescents in Australia secondary
school. It was found that the Climate Schools program increased knowledge of cannabis and
psycho-stimulants and decreased pro-drug attitudes. Findings showed that in the short-term
the program was effective in diminishing the uptake and reducing the frequency of ecstasy
use. However, study noted that there were no changes in the use of meth/amphetamine.
One of the major worries is that children seem to be targeted as the new market for
drug industry globally. The unlawful drug trade has been noted to be steadily emerging as a
serious problem in sub-Saharan Africa. More sophisticated and synthetic drugs such as crack,
cocaine, opium, and ecstasy are finding their way into the continent. Africa has huge young
and vulnerable populations which are becoming the target market for the illicit drug industry
(UNODC, 2012). A study by Reddy, Koopman, Funani, Sifunda and Masuka (2010) reported
that 12% of South African learners had ever used at least one illegal drug such as heroin,
mandrax and cocaine. The researchers recommended that it was essential to realise the extent
of their use amongst sub populations so as to explore effective ways to scuffle them. Youth
4
Risk Behaviours Survey by Reddy et.al (2011) further denotes that, in light of the drug use
related challenges faced by South Africa‟s youth, there is a need to design and implement
robust interventions to mitigate the problems. Evidence in literature suggested that there is a
need for more structured and evidence based campaigns which will be able to advocate
increased focus and resources to combating drug use.
Drug abuse in the East African Region is also a real menace. Uganda is no exception;
the country was once rated to have the highest per capital consumption of alcohol in the
World (WHO, 2004). Use of narcotic drugs was discovered to be on the rise. It was noted
that previously only traditional drugs like cannabis were consumed and that Uganda was
only a transit country for hard substances like heroine. However, presently, these substances
are consumed by the local population, especially the youths. Ugandan Youth Development
Link (2010) established that 71% of the students had used drugs with alcohol and cannabis
taking the lead Studies also show that there is an increasing trend in alcohol and substance
abuse especially amongst the youths in secondary schools, colleges, and universities.
Statistics indicated that 55.21% of youths abused drugs (Serenity Centre, 2011).
In Kenya, substance abuse has become an issue of great concern just like the rest of
the countries in the world. In a survey conducted by NACADA, (2007) it was revealed that
drugs and other substances were abused in secondary schools and colleges. It was also
discovered that majority of drug abusers in Kenya were students in secondary schools and
universities especially in the cities of Nairobi, Mombasa and Kisumu. Another study by
NACADA (2017) was conducted in Nairobi secondary schools. Results indicated that drug
abuse was still prevalent in most secondary.
Ogunde (2009) studied on Prevalence and Patterns of Substance abuse among
secondary School Students in Ngong Sub-District of Kajiado in Kenya. Findings revealed
that 33.7% of the respondents admitted that they had ever taken alcoholic beverages such as
5
beer and spirits, 33.1% had chewed khat (miraa) while 11.7% had sniffed, smoked or chewed
tobacco. 17.8% of the students first used drugs at age 11-15 years. From her findings,
students indicated that the main reason for taking drugs was to get high or to be accepted by
friends. Only 14.6% of those who used alcohol and other drugs revealed that their parents
were aware of it. The study by Ogunde came up with a conclusion that alcohol and other
substances of abuse were prevalent in secondary schools in Ngong sub-district. It was
recommended that schools' administration should form strategic cooperation with
stakeholders to carry out video-documentaries on the effects of drugs and substance with a
mix of scare tactics and ethical messages. These reports are clear evidences of the existence
of drug abuse habit in the Kenyan schools context and that Kajiado North sub-county is not
an exemption.
While investigating on drug use in schools in Kitui district, Mbalu (2012) found out
that use of Miraa (khat) in Kenya was wide spread both in urban and rural regions, especially
in Eastern and North-Eastern Provinces. Mbalu discovered that use of milder drugs like
alcohol and tobacco led to the use of harder drugs. In a study by Wangai (2012), it was
revealed that primary school pupils in Ngong were aware of existence of drugs and substance
abuse. He also noted that although not common, some children started consuming cigarettes,
alcohol and marijuana as early as 8 or 9 years of age.
Drug menace impacts negatively on the academics, social, psychological and physical
development among students (Maithya, Muola, & Mwinzi, 2007). Studies on the impact of
substance abuse on academic activities indicate that the habit interferes with physiological,
psychological and emotional functioning of the abusers. Among the problems recorded are
impaired memory and other intellectual faculties, tracking inability in sensory and perceptual
functions (Brook, Cohen, & Brook, 1998). Further, the habit creates preoccupation with
acquiring the substances, adverse psycho-pathetic complications and impaired social
6
development. This may lead to truancy and lack of concentration on studies among others
(Brown et al., 2000). Subsequently, Mutua (2015) discovered that the ratio of school going
students dropping out of school is 6:10 due to drug abuse especially alcohol and bhang. He
noted that this has affected the education system both in primary and secondary schools
specifically in Nkaimurunya ward in Kajiado North sub-county where his study was
conducte. In the survey, school principals claimed to have lost bright students due to high rate
of drug abuse. On the other hand, in a study to investigate Stress-causing problems among
public secondary school students in Ngong division, Kajiado North district, Nyamu (2008)
found out that among the many factors mentioned, drug taking was standing out. She
discovered that secondary schools in the division recorded poor performance in national
examinations, attributing the failure to these factors.
Speaking in a radio interview, the children officer Kajiado North sub-county admitted
that students were mostly affected through drug abuse in their adolescent period due to peer
pressure (Bus Radio, 2015). Alarmingly, the officer disclosed that close to 27 Secondary
School leavers had been killed the previous year in what was termed as „extra judicial
killings‟ after involvement in criminal activities due to the side effects of drug abuse. He
articulated that in most schools especially in, Nkaimurunya ward, Ongata Rongai ward and
Olkeri wards in Kajiado North sub county, students indulge into drug abuse network and that
teachers cannot control the menace without the support of government administration and
parents. According to him, the menace is a battle that can be won only if leaders came on
board to overcome the challenge.
Hawkins, Catalano, and Miller (1992) insist that reduced cognitive efficiency leads to
poor academic performance resulting into decreased self-esteem and loss of sense of identity,
which is likely to contribute to further substance abuse. While addressing the Principals, the
District Education Officer also noted that students‟ performance in KCSE Examinations in
7
the district had remained poor year after year (MOE, 2010). The indiscipline of students had
a great impact on the performance of the students at the KCSE level. From analysis report,
between 2006-2011, the highest mean grade ever scored was 7.6 (B-) in 2011 from one of the
best schools in the district while others scored as low as 3.8 (D+) (Analysis report, 2011).
Further, Karimi (2014) noted that a great proportion of schools in Kajiado North Sub-County
continued to perform poorly. The mean scores for the schools showed either very minimal
positive index or a downward trend as depicted in table 1.
8
Table 1
Mean grade per year
Year 2010 2011 2012 2013 2014
Sub County
mean
6.1 C 5.2 C- 5.1 C- 4.9 D+ 5.0 C-
Deviation -0.91 -0.14 -0.2 +0.13
Source: D.E.O Ngong, (2017).
Nevertheless, Academy of Paediatrics (2015) advises that the school environment
provides a standard against which young people test behaviour. They emphasize that School
personnel often serve as highly influential role models by which preadolescents and
adolescents judge themselves. According to O‟Donnell and Smith (2012), early intervention
and prevention activities should characterize a school's drug abuse program. School
administrators determine the extent of the drug problem within their jurisdiction before
initiating a new intervention program. This can be accomplished by an anonymous survey of
students and consultation with local law enforcement officials. Collaborative plans should be
made with all stakeholders who should include parents, school boards, treatment agencies,
and other concerned individuals within the community to ensure effective programs.
Unfortunately, some Teachers perceive the strategies used to address drug abuse as
ineffective and thus they need modification to ensure effectiveness (Maithya, 2009). The
researcher found out that the biggest challenge faced in addressing the problem of drug abuse
is a lack of adequate knowledge on how to deal with it (72.2%). This is an indication that
teachers feel inadequate to address the vice in schools. NACADA (2017) also found out that
schools did not have proactive strategies to compact alcohol and drug abuse. They assert that
indeed, guidance and counseling teachers only got involved when cases of drugs and
substance abuse were reported.
9
Article 33 of the United Nations Convention on the Rights of the child (1989), states
that the child has a right to be protected from the use of illegal drugs and from being involved
in their production or distribution. Hence education stakeholders have no choice but to play
the vital role of reducing the risk factors that would encourage drug abuse among students in
secondary schools.
10
1.2 Statement of the Problem
The increase in drug abuse threatens to derail the national goals of education, the
curriculum and national development goals countrywide (NACADA, 2010). In a report, drug
and substance abuse among other factors was observed to have contributed a great deal to
incidences of fire reported in schools ((Daily Nation, 2017). Among the schools mentioned
was a public secondary school in Kajiado North sub-county, where students razed down a
science laboratory. The problem escalated when a number of almost 50 (both school going
and out of school) youths (aged between 15-25) from Kware and Mathare slums suspected of
engaging in crimes were reported to have been gunned down (Obegi, 2017). In one incident,
a student living in one of the slums was suspected of trafficking drugs in and out of a public
secondary school and was caught hiding a gun within the school premises during a search.
The community came out strongly urging government authorities and school administrators
to put efforts in curbing drug menace so as to save their children from the devastating
situation. At a meeting of heads of secondary schools in Kajiado North sub-county, principals
and deputy principals discussed through different issues affecting their students‟ performance
and among the top concerns was the dangerous problem in their midst; drug use among the
students. However, while various teachers talked about this problem, a few dissociated their
students from the drug problem.
Although studies have been conducted on the drug abuse issue, barely did they seek to
analyse the strategies employed in schools to curb the drug menace in Kajiado North sub-
county. While scholars like Maithya (2009) and Njagi (2016) focused on strategies used by
secondary school principals to curb the effect of drug abuse, the focus of their studies were in
Machakos and Nyeri Counties respectively, which are of different social set up from Kajiado
North sub-county which is a cosmopolitan area. This may bring out different results
11
altogether since the strategies used to curb the menace would be significantly different in the
two social setups.
Wangai (2012) revealed that primary school pupils in Ngong were aware of existence
of drugs and substance, as well as the various methods of interventions being employed by
the government and other stakeholders in curbing the problem of drug abuse in the county.
Nevertheless the study did not focus on secondary school students. Therefore, the modern
study targeted secondary school students who are at the highest risk of being exposed to drug
abuse, as Santrock (2001) & Melgosa (2008) reveal that the misconduct starts in pre-teenage
years and rises in the teenage years when the teenagers are in secondary schools.
It is against this background that the current study sought to analyse the interventions
in curbing the level of drug abuse in secondary schools in Kajiado North Sub-County. The
study bridges the identified gaps by analysing the strategies used in secondary schools to curb
drug abuse, the extent to which the strategies are effective, the challenges faced in the
implementation of the strategies to control drug abuse as well as the suggestions on
modifications needed within the strategies to found an effective programme that would lower
the level of drug abuse in secondary schools.
12
1.3 Research Questions
The study was guided by the following questions:
i. Which strategies are used to curb drug abuse in secondary schools in Kajiado North
Sub-County?
ii. To what extent are the strategies effective in curbing drug abuse in secondary schools
in Kajiado North Sub-County?
iii. What are the challenges faced in implementing the strategies to control drug abuse in
Kajiado North Sub-County schools?
iv. What modifications are needed within the interventions to establish an effective
programme against drug abuse in secondary schools in Kajiado North Sub-County?
1.4 Significance of the Study
The study will be useful to the Ministry of Education Science and Technology in
establishing drug abuse controls in Kenya and specifically in, Kajiado North sub-county
secondary schools. Based on the findings, and recommendations made, the research would be
useful to policy makers in curbing drug abuse in schools through improving existing
educational programmes, and striving to develop those that are more efficient. Curriculum
developers would utilise the study findings to enhance content on drug abuse and increase
time allocation for teaching drug abuse control measures.
The findings of the study provide more drug abuse control measures that will be of
use to the secondary school administrators in their struggle to fight the drug menace. If well
implemented, the measures will automatically impact positively to improving discipline
among students. Having eliminated the drug abuse risk factors, students will be in a position
to concentrate more on studies thus improving academic performance.
This study would benefit the parents whose children are involved in the abuse in working
closely with the school administrators to help rehabilitate them as well as protecting those
who have not yet been exposed to the drugs of abuse.
13
The findings of the study would as well contribute towards uplifting security of the
area since majority of crimes by out of school youths have been attributed to drug abuse.
Economically, Kajiado North sub-county has two fast growing cosmopolitan towns; Ngong
and Rongai. The sub county is quickly absorbing the overflow population of Nairobi County.
If well informed, through implementation of the findings of this study, the young people
would contribute much to the society in terms of economic growth. As well, much of the
funds previously used in drug abuse would be translated to productivity and growth of the
economy.
Other researchers would benefit from the current study as it builds up on their
literature review as well as identifying gaps and suggestions for further research. As a
researcher I stand to benefit from the findings of this study since I was in a position to
identify gaps that would enable me engage in further research studies.
1.5 Scope and Delimitation
The study was conducted in Kajido North sub-county which is in the county of
Kajiado. It targeted rural and urban, private and public, day and boarding secondary schools.
It was delimited to focusing on the strategies used by the school administrators to curb drug
abuse, the extent to which the strategies are effective in curbing the level of drug abuse in
secondary schools, the challenges faced in the implementation of the strategies to control
drug abuse and suggested modifications needed within the interventions to establish an
effective programme that would lower the level of drug abuse in secondary schools in
Kajiado North sub-county.
Kajiado North was chosen because previous reports have shown that the area has
experienced a number of serious drug abuse problems among both school going and out of
school youths. Equally, the sub-county has the biggest towns in the county among them being
Ngong town which is the headquarters for the county of Kajiado, followed by Rongai town;
14
hence the sub county could be a stronger target for drug peddlers who make it through
Namanga- Tanzania boarder in Kajiado County. Furthermore, it is a cosmopolitan area with
people of different cultural backgrounds and varied economic activities. It has a mixed set up
whereby some schools are in the rural and others in the urban, hence students come from
different ethnic backgrounds and economic status inclusive of pastoralists, which may
influence their responses towards various interventions used to curb drug abuse in schools.
Thus, the research samples may yield more varied findings that will fairly be generalized to
the entire population. Further, the mushrooming of settlements at Mathare, Kware and
Kamuru slums in the midst of the towns and existence of illegal garbage dumping site right at
the core of Ngong town raised interest for the current study. This was because the two setups
have been pointed out as the hideouts for criminals and drug traffickers who include school
children.
This study was carried out in the secondary school system. However, primary and
University levels were adversely mentioned but they were not part of this study. Within the
secondary school system, the study targeted principals and deputy principals, guidance and
counseling teachers, chairmen of PTA and students in forms two, three and four, since they
are believed to hold the necessary information that was being sought by the researcher at the
time of study. Form Two, Three and Four students in the secondary schools were considered
in the study because they have been in school longer than form one students, thus have
experienced the outcomes of interventions applied by the school administrators in an effort to
protecting them from engaging in drug abuse habits. The study was conducted within three
months, a period within which learning was be progress. This was to ensure availability of
the respondents, who in this case could only be conveniently found in secondary schools
within the school days.
15
1.6 Theoretical Framework
Kombo and Tromp (2006) describe theoretical framework as a collection of
interrelated ideas based on theories, in an attempt to explain why things are the way they are.
This study was guided by Operant Conditioning Theory by Skinner (1953). It is based upon
the idea that learning is a function of change in overt behaviour. The theory is widely used by
educationists, especially on the issue of reward and punishment as well as that of positive and
negative reinforcement in shaping and changing human behaviour.
Rogers (2006) thus says: “Building on the ideas of Classical Conditioning Skinner
developed the concept underlying Classical Conditioning. In Operant Conditioning it is the
consequence of behaviour that results in behaviour change, either an increase or decrease of
the behaviour” (p 38). For instance if a child scribbles with a crayon on the wall (the
behaviour) and is punished (the consequence) the child‟s behaviour of scribing on the wall
will be decreased. Conversely, if the behaviour is rewarded, the behaviour will increase.
Skinner argued that behaviour could be shaped through this type of interaction. Another
component of operant conditioning is punishment, which involves the application of
something negative or the removal of something positive to weaken or reduce the frequency
of a behaviour. This is different from negative reinforcement, which aims to increase the
frequency of a behaviour.
In this regard, the theory by Skinner implies that punishment as an example can be
applied in various ways. According to Skinner (1957), example of a child who is affiliated to
toys and misbehaves, the parent could tell the child that to take time out in a quiet room
without toys. Placing the child in this condition takes away something positive. This child
loses the factor of being with others, and loses the toys and games. Thus, it is expected that
the removal of these positive things will decrease the frequency of the child‟s misbehaving
for which the punishment was imposed. In another scenario a parent could scold the child for
16
misbehaving, which is adding something negative, or unpleasant (in this case scolding), to
decrease the frequency of inappropriate behaviour. Therefore, it is evident that Operant
Conditioning is the consequence of behaviour that result in behaviour change by either an
increasing or decreasing of behaviour basing on punishment and reward.
The pillar on punishment goes hand in hand with that of reinforcement, which refers
to the consequence that occurs immediately after the behaviour which increases the strength
of that behaviour. Therefore, positive reinforcement means adding something positive in
order to strengthen a behaviour while negative reinforcement refers to taking away something
positive so as to strengthen the behaviour. Skinner argues that, “Reinforcement, the primary
component of operant conditioning refers to the consequence that occurs immediately after
the behaviour that increases the strength of that behaviour and both positive and negative
reinforcement results in learning” (Ndambuki, Rono & Ingule 1996 p.303). Reinforcement
can be positive, which means something positive is added to strengthen behaviour. For
example, if a child never do homework and does her it without follow-up, she may be
applauded or allowed to watch her favourite movie, thus strengthening the behaviour of doing
her homework. One of the distinctive aspects of Skinner‟s theory is that it attempted to
provide behavioural explanations for a broad range of cognitive phenomena.
1.6.1 Strengths of the Theory
The theory formulated by Skinner gives an example that when a child is rewarded for
good behaviour, he or she is more likely to continue the good behaviour. It states that if a
child is misbehaving, he or she should receive some kind of negative reinforcement, or some
type of consequence that will strengthen his or her behaviour. Subsequently, a child who has
been punished after acting a certain way will be less likely to model that behaviour again.
Using both negative and positive reinforcement methods may alter a child‟s behaviour
problems. The child will mentally make an association between good behaviour with rewards
17
and bad behaviour with punishment. The good behaviour produces wanted result whereas the
bad behaviour produces unwanted result.
The model is open to using many types of positive and negative reinforcements. In
curbing drug abuse in schools, various measures should be put in place if all loop holes are to
be sealed. These, according to the current study, were the various interventions applied by the
school administrators. Hence, the operant conditioning theory acted as a strong base upon
which the current study was grounded.
1.6.2 Weaknesses of the Theory
The theory seems to deal strictly with distinct behaviour: good and bad. Also as a
parent or teacher one cannot keep positively reinforcing the child‟s good behaviours after the
first few times. This means that the child is expected to get into the practice of continuing
with the good behaviour long after the positive reinforcement stops. If a child is getting
rewarded for being well behaved eventually the reward should become extinct. However, the
child may likely stop the good behaviour after the reward stops. This implies that school
administrators who would use rewards to students reporting cases of drug abuse are at a risk
of not receiving further hints once they stop the rewards. On the other hand, if a child is
persistently behaving badly, he or she can be punished many times before he or she loses the
motivation to work on his or her behaviour. It means that drug addicts may experience series
of punishments and expulsions before they manage to withdraw from the drug abuse habit.
As well, the theory ignores existence of intervening variables and only acknowledges certain
classes of operation which affects behaviour in ways other than the ways by which
reinforcement affects it.
The weaknesses above do not have much negative impact to this study. This is so
because the current study is most interested in finding out the interventions applied by the
school administrators to curb drug abuse in secondary schools. Drug abuse in schools is a
18
major indiscipline behaviour. Both positive and negative reinforcements have proven to be
effective when curbing indiscipline among children (Ackerman, 2011). Therefore In the
study the researcher controlled the above weakness by measuring how effective the various
interventions are in diminishing the behaviour. Furthermore, the assumption that learning
occurs only through reinforcement is deemed more of strength than a weakness for the
current study. This is because the conceptual framework of the study was more aligned to the
reinforcements the administrators offer in order to curb the drug abuse behaviour among
students. Therefore the theory remained a strong base upon which the current study was laid.
1.6.3 Application and Relevance of the Theory
Operant conditioning has been widely applied in clinical settings (behaviour
modification) as well as teaching (classroom management) and instructional development
(programed instruction). Laboratory and clinical research proposes that drug addiction can be
seen as operant behaviour and as such can effectively be treated through the direct application
of operant conditioning (Silverman, 2012). In this regard, the theory by Skinner was relevant
for the study since it was focusing on techniques to extinguish undesirable behaviour (drug
abuse) in schools. The various interventions by administrators acted as reinforcements.
Skinner defines reinforcement as anything that when applied raises the probability that the
target behaviour will be repeated in future under similar situation. In the study, reinforcement
was geared towards promotion of abstinence for drug abusers as well as controlling access to
drugs for non-addicts.
The relevance of the theory was exhibited through the five pillars of the theory
namely: motivation, stimulus discrimination, role of reinforcement, shaping behaviour and
operant extinction. According to Hilgard (1956), for a learning process to be effective, the
leaners must be highly motivated to learn. This could be achieved by; making them aware of
the objectives beforehand (in this case, curbing drug abuse is the objective), making them
19
expectant of positive outcome, ensuring the environment is devoid of any distractions,
providing activities that would allow active participation. Example; debates about drug
menace and its undesirable effects.
In stimulus discrimination, meaningful learning takes place only when learners focus
their efforts to those responses leading to outcomes in tandem with the set objectives. Thus
assessments done by the researcher on programs set tested students‟ level of awareness about
strategies used against drug abuse and extinction of the overt behaviour. Reinforcement could
be in form of encouraging remarks, appraisals or rewards. It should be immediate and not
delayed. For it to be effective feedback should be given as soon as the assessment is done. In
this case, students‟ responses were vital for the researcher to understand their perceptions on
how administrators employ this pillar in the fight against drug abuse.
When shaping behaviour the administrators are expected to thoroughly analyse the
subject matter and subdivide the content into meaningful segments of information. The
information should then be presented to the learners in an ascending order from the simple to
the complex. In dealing with the complex problem of drug abuse in schools, administrators
are expected to roll out the issue through various mechanisms which include involving all
education stakeholders. For the study, the researcher was interested in finding out how the
school administrators, parents through PTA and the Guidance and counselling teachers are
being involved in the fight against drug abuse. If learnt behaviour is not reinforced, it
gradually fades or is forgotten. Operant extinction therefore states that even after extinction
seems complete, there may be a return of the previously reinforced response spontaneous
recovery. Hence, by measuring the level of drug abuse in secondary schools, the researcher
was actually investigating how effective administrative interventions are in ensuring
extinction of the drug abuse behaviour in the schools.
20
1.7 Conceptual Framework
According to Mutua (2000), a conceptual framework is a theoretical explanation of
the concept and variables in the study. The theory identifies the concept included in the
complex phenomenon and shows their relationship. The explanation is either graphically, or
in narrative form, the main concept to be studied, and the presumed relationships among
them.
Independent Variable Dependent variables
Figure 1. Conceptual Framework. Adapted from Maithya (2009).
The conceptual framework for this study was made involving a system of concepts,
assumptions, expectations, beliefs, and theory that support and give out information on drug
abuse. Independent variable for the study was administrative interventions while depended
variable was level of drug abuse. The focus was the drug abuse (a situation of drug users)
intended to change. The change happens due to various interventions by those in leadership
(administrators‟ actions) as the independent variable, acting through facilitations such as,
policies and programmes like Guidance and counseling, drug education and community
involvement. This condition leads to the output- alleviating the problem: level of drug abuse
(the dependent variable), reflected through; low rate of drug abuse, reduced drug related
Level of drug abuse
Lowered rate of
drug abuse
Awareness
about drug
abuse
interventions.
Reduced drug
related
indiscipline
cases
Improved Exam
results
Interventions
School Policies.
Guidance &
Counseling
Drug education
Community
involvement
Intervening
Variables
Students‟
Family
background
Students‟
Attitude
21
indiscipline cases, as well as improved examination results (as the measurement tools for the
dependent variables).
Various interventions need to be put in place in order to have the expected concrete
outcomes in the fight against drug abuse in the secondary school set up. Among them may
include; expulsion, suspension or punishment as well as anti-drug policies which may be
wide-ranging depending on particular school set-ups. Examples may include drug and alcohol
policy, drug testing policy, drug and substance abuse policy or smoke free policy. Most often,
these act as negative reinforcements that scare students from deviant behaviours. Others may
include rewards and appraisals which are positive reinforces. From the above conceptual
framework, if well implemented, the policies would directly translate to lowered rate of drug
abuse as well as low supply of drugs into schools premises. Programmes such as guidance
and counselling, drug education and community involvement would directly impact on
students‟ awareness about the effects of drug abuse, thus reducing drug related indiscipline
cases in the schools. On the other hand, collaboration among the administrators and other
stakeholders would be relished if the interventions applied will be effective enough to curb
the resilience nature of drug abuse in secondary schools. As well, the realization of effective
intervention programs will highly be dependent on the identification of challenges hindering
application of the measures put in place which will create a leeway for suggestions on
reforms (modifications).
However, the intervening variables may greatly influence the outcome. For instance,
family background refers to the kind of home the students come from and whom they stay
with. Ndirangu (2001) asserts that parents are first teachers and Counselors long before the
students join formal schools and peer groups. Therefore, however hard the administrators
may work towards curbing the drug abuse habit; it would be in vain if the family background
is encouraging some students. Nevertheless the researcher attempted to control the variable
22
by involving PTA chairpersons so as to give an overview of family backgrounds and parental
involvement in curbing drug abuse in schools.
Students‟ attitude towards the efforts made by the administrators may interfere with
the expected outcome. By applying the operant conditioning theory, the researcher was able
to control the effects of attitude since the theory demonstrates that change is observable
behaviour that can be learnt through experience from the environment. It focuses only on the
physical reactions of the participants to stimuli (Hilgard, 1956). Furthermore, inner workings
of the mind are not considered in the theory because Skinner felt that one cannot fully
understand the mind as it is not directly observable, whereas reactions in an experiment are
directly observable. Based on the theory, Operant Conditioning is about a matter of measures
by the actors (school administrators) that use reward and punishment respectively as ways of
enhancing behaviour change among drug abusers as well as those who are vulnerable in
secondary schools.
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1.8 Operational Definitions of Key Terms
Administrators: These are people in the leadership positions in school, who guide, direct
and supervise activities of the schools. They include the school principals and the deputy
principals.
Interventions: Refers to the methods applied by the school leaders to overcome the
challenges they face in curbing drug abuse in secondary schools.
Drug: Refers to any product or substance other than food or water that negatively affect the
way students feel, think, see, and behave in the school set up.
Drug abuse: It refers to misuse of substances that result to changes in bodily functions, thus
affecting the individual in a negative way. The effects could be socially, cognitively or
physically.
Curbing drug abuse: It refers to the efforts put by administrators to diminish or bring down
the level of drug abuse among secondary school students.
Secondary Schools: These are learning institutions after the primary school level in Kenya.
They run from form one to form four, offering 8-4-4 system of education.
Children/students: Youths aged between 13-19 years old and are in secondary schools.
1.9 Organization of the Study
The study was organized in five chapters. Each chapter in the study contained
introductory part which is general to shed more light on what would be explored. Chapter one
includes; Background to the problem, Statement of the problem, Research questions,
Significance of the study, Scope and delimitation, Theoretical framework, Conceptual
framework, Operational terms as used in the study and a brief description of how the study
will be organized. Chapter two examined review of related literature; it highlights related
studies that have been done on this topic and attempt to point out the knowledge gaps
especially in the interventions applied by secondary school administrators to curb drug abuse
24
among students. Chapter three comprises methodology. This covered research design, the
target population, sample and sampling procedures, research instruments, instrument validity,
instrument reliability, data collection procedure and data analysis techniques.
Chapter four presents the data analysis and interpretation. It contains demographical
characteristic of the respondents and view of the summary of effectiveness of the strategies
used by administrators. Chapter five gave a summary of the findings, conclusion and
recommendations proposed by the study for future research. This was followed by a list of
references, appendices which included a questionnaire for Students, guidance and counseling
heads and PTA chairmen, interview guide for Principals, Deputy Principals, and a copy of
research permit.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter presents literature review on interventions in curbing the level of drug
abuse in secondary schools. Boote and Baile (2005) argue that literature review sets the broad
context of the study, clearly demarcates what is, and what is not in the scope of investigation,
and justifies those decisions. In the chapter, various literatures are reviewed in which case
issues and variables are discussed, hence creating the basis for this study‟s consistency.
The chapter contains critical review of theories and related empirical studies on the
following themes: Interventions used to curb the level of drug abuse in secondary schools,
level of effectiveness of the interventions used to curb the level of drug abuse and Challenges
faced by the school administrators in the fight against drug abuse in schools. Lastly the
chapter provides a summary of reviewed literature and identification of research gaps.
2.2 Critical review of Theories
In studying on the interventions in curbing the level of drug abuse in secondary
schools, this section critically analyzed the theory related to the study, namely: Social
Learning Theory by Albert Bandura (1977).
2.2.1 Social learning theory by Albert Bandura (1977)
The theory was based on the idea that adolescents acquire belief about antisocial
behaviour from their role model, especially the close friends, teachers and parents. Social
learning theory explains human behaviour in terms of continuous interaction between
cognitive, behavioural and environmental influences. It holds that behaviour is moulded by
rewards, punishment or reinforcement. Past and present rewards and punishments for certain
26
actions determine the actions that individuals continue to pursue. Bandura proposed that
observation learning occur in relation to three models: first is live model where actual person
demonstrate the desired behaviour. The second is verbal instruction whereby the person
describe the desired behaviour and the third is symbolic where modelling occur through the
media e.g. TV, internet, movies, literature and radios. When people interact with members of
various groups or social circles, they learn definitions of behaviours as good or bad. Social
learning theory has played great role in the history of education policies.
Within the domain of School of Psychology, social learning theory helped to create
more effective classroom environments (O‟Dnnell, 2012). One of the responsibilities of a
school psychologist was to work with teachers and administrators to make classrooms more
effectual for students and teachers alike. Using social learning theory as a basis, teachers
helped to alleviate behavioural issues by modelling appropriate classroom behaviour and
explicitly reinforcing students that do act appropriately. Furthermore, social learning theory
served as a means of improving academic outcomes for students. Since some elements of
lessons and techniques were not always apparent to students, it was important to help
students understand what an unfamiliar practice actually consisted of and what the rationale
for learning was; by emphasizing the teacher's role as model and encouraging the students to
adopt the position of observer, the teacher made knowledge and practices explicit to students,
enhancing their learning outcomes (Shoemaker, 2004).
Social learning theory had a clear-cut application to drug use: It proposed that the use
and abuse of psychoactive substances be explained by differential exposure to groups in
which use was rewarded. These groups provided the social environments in which exposure
to definitions, imitations of models, and social reinforcements for use of or abstinence from
any particular substance took place. The members of the group with whom one was
associated learnt through imitation and social reinforcement (Miller, 2011).
27
According to Miller, drug use, including abuse, was determined by the extent to
which a given pattern of behaviour was sustained by a mixture of the reinforcing effects of
the substance. This included social reinforcement, exposure to models, relationship with
peers, as well as the degree to which it was not deterred through bad effects of the substance
or the negative sanctions from peers and parents. Social learning theory then, proposed that
the extent to which substances was used or avoided depended on the extent to which the
behaviour had been differentially reinforced over alternative behaviour and was defined as
more desirable.
The current study sought to establish the administrative interventions in curbing drug
abuse in secondary schools. The theory by Bandura (1977) was applicable in the study as the
researcher assessed the pattern of behaviour (level of drug abuse) as sustained by a mixture of
administrative interventions. Among the interventions included reinforcement of good
behaviour where other students would observe the acceptable behaviour being rewarded.
Equally, the use of guidance and counselling as an intervention against drug abuse goes hand
in hand with with O‟Dnnell, (2012) who states that one of the responsibilities of a school
psychologist was to work with teachers and administrators to make classrooms more effectual
for students and teachers alike.
2.3 Review of Empirical Studies
This section reviews empirical studies done by various researchers related to this
study. It is categorized in accordance with the conceptualized variables derived from the
research questions and it covers researches done globally, from Africa and those done from
Kenya.
2.3.1 Strategies Used to Curb Drug Abuse in Secondary Schools
Newton, Champion, Elise and Teesson (2014) conducted a research on a universal
harm-minimization approach to preventing psychostimulant and cannabis use in adolescents,
28
in Australia. A cluster randomised controlled trial was conducted with 1734 Year 10 students
(mean age = 15.44 years; SD = 0.41) from 21 secondary schools in Australia. The
researchers randomised schools to receive either the six lesson computer-based Climate
Schools program or their usual health classes which included drug education, over the year. It
was found that the Climate Schools program increased knowledge of cannabis and psycho-
stimulants and decreased pro-drug attitudes. Study findings showed that in the short-term the
program was effective in diminishing the uptake and reducing the frequency of ecstasy use.
However, the scholars noted that there were no changes in the use of meth/amphetamine.
Additionally, it was discovered that females who received the program used cannabis
significantly less frequently than students who received drug education as usual. Finally, the
Climate Schools program was linked to reducing students‟ desire to use meth/amphetamine
and ecstasy in the future, but these effects did not last over time.
The researchers concluded that the findings provided support for the use of a harm-
minimization approach and computer technology as an innovative platform for the delivery of
prevention education for illicit drugs in schools. This study was different from the current
study because it was conducted in Australia, a developed country while the current study was
done in Kenya which is a third world country. Furthermore, the study adopted an
experimental design whereas the current research applied survey and phenomenology
designs. The current research adopted the mixed method design since it provides an approach
for developing better, more context specific instruments unlike the use of only one design.
Additionally, the use of the mixed design provides a more comprehensive understanding of
drug abuse problem than when only one approach is used.
Abidi (2017) conducted a study on curbing the menace of drugs in schools in
Islamabad, Pakistan. The researcher adopted a survey research design. The study targeted
government officials, ant narcotic unit police and education officials and students. It was
29
revealed that almost 53 percent students and young children in Islamabad schools are
addicted to various kinds of drugs. The drugs ranged from soft to hard. The report revealed
that most of these addicted children belong to the elite or rich class where affordability may
not be an issue. He expressed that anti-depressants and even drugs have reached educational
institutions in Pakistan, being used as a healing source for anxiety, stress and boredom. The
finding applied most especially for institutions where the learning environment and
challenges were set at optimum levels. He disclosed that however, the students were very
reluctant and offensive in revealing other details or sources. He therefore felt it is time to
address this grave issue that stimulated a desire to write the article.
Abidi remarked that the recent arrest of a gang leader by Anti-Narcotics Force (ANF)
involved in supplying drugs to students in Islamabad was a worth-mentioning achievement to
curb the menace. He also found out that the government had put in place policies against sale
of illegal drugs and substances to school students. Education officials reported that drug
education had been considered and was part of the school curriculum. However, he felt that
nothing much was visible in terms of actions or preventive measures that should have been
taken against drug abuse in schools. According to the researcher, it was until there was report
about death of a student as a result of overdose at an elite institution in Lahore that the
schools and the government realized how grave and alarming the drug abuse situation was. It
was then evident that the issue is not limited to Islamabad but is spread countrywide. He
suggested that the institutions will have to revisit its learning environment and see if it was
not too stressful for students when in school.
The Researcher felt that even though the government, local administrators and those
who police the narcotics have their job to do, it is worth noting that education policy makers,
school administrators, educationalists and teachers have to play a key role at their respective
platforms to if the menace of drug usage is to be fought in schools. Following the study
30
findings, the researcher recommended that identifying the root cause, bringing in relevant
rules and policies would be necessary to enhance the efforts in the fight against drug abuse.
Abidi also suggested that adopting preventive measures through placing physical barriers and
improving the integration within the student community at all levels would work best in
controlling the menace.
The study was different from the current study since this study focused on the
measures taken to curb drug menace in schools, but with school administrators as the main
respondents unlike Abidi‟s study that targeted only the government and education officials.
School administrators are the people who enjoy daily contacts with the students and are the
implementers of every policy laid down by the government and education officials.
A study conducted by Sidiq, Bhat, Nusrat, Ahmad (2016) in Pulwama district of
Kashmir valley tried to look at the crucial aspect of drug awareness and against treatment of
drug addiction. The study adopted both quantitative and qualitative methods with an aim of
obtaining an all rounded understanding into the objectives of the study. The researchers used
quantitative techniques with the survey method so as to empirically test the hypotheses.
Questionnaire and interview schedule were used to gather data for the study. Simple random
sampling was used to select a sample size of 400 respondents where 200 were male and 200
female from the district of Pulwama Kashmir valley. The study disclosed that 94.17%
respondents were not aware of any drug education programs. Only 3.4% respondents stated
knowing about the NGO(s) working in the field of drug de-addiction and only 5.4%
participants had knowledge about the drug de-addiction centre(s) present in Kashmir valley.
It was also noted that the role of the drug monitoring organizations and police in curbing the
menace in the Kashmir Valley was very poor.
The researchers made suggestions that there is a great need for creating consciousness
about drug abuse among people in Kashmir valley. The scholars went further to suggest that
31
in order to curb the growing menace of drug abuse every person of the state of Jammu and
Kashmir need to take the accountability and join up with each other in the fight against the
drug abuse a problem. The current study is different from this one because it was delimited to
secondary school students while the study by sidiq et al targeted members of the home
community. This gave the current researcher an insight into how deep the problem is rooted
from the young, while investigating on the awareness of the students about the preventive
programs used in schools to curb the menace. The current study was conducted in Kenya
unlike the former which was done in Kashmir. Methodologically, the current study used a
document analysis guide in addition to questionnaires and interview guide as used by Sidiq et
al. This enables a current researcher to obtain information from varied sources thus more
reliable
Okechukwu, Terhemba, Fiase, Haruna, Terkuma, and Achukwu (2017) did a study on
the effects of substance/drug abuse on the academic achievement of secondary school
students in Mkar metropolis, Mkar, Gboko, Benue State Nigeria. The study adopted a cross-
sectional descriptive survey design. The researchers used a size of 220 secondary school
students. Simple random sampling technique was applied. Data was collected by distributing
220 questionnaires. Findings showed that 70 (31.8%) of respondents believed founding early
detection programs in school would be a great preventive strategy to reduce the rate of drug
abuse among students. The researchers recommended that Substance/Drug free clubs should
be established, counseling education should be introduced in secondary schools and that
parents/guardians, should be involved in the fight against drug abuse as well as designing
curricula on drug education. The research is different from the current study since it was done
in Nigeria while the current study was carried out in Kenya. Moreover, the study made use of
only one tool of data collection while the current study included other tools such as interview
32
guides and document analysis guide. These enabled the researcher to gain understanding of
the context in which the participants behave.
Takalani (2016) conducted a study to determine the prevalence of substance abuse
amongst rural secondary school learners in selected province of South Africa. The researcher
adopted a quantitative approach using survey design. Data was collected from 338 randomly
selected learners aged 14 to 18 years from 10 secondary schools in Vhembedzi Limpopo
province using questionnaires. The study finding indicated that most of the learners reported
to be using substances were male. Of the respondents, most of the female students reported to
have stopped substance abuse after a series of intervention by the school management which
included counseling sessions, drug and substance abuse education and forums run by victims
of drug abuse. The research study focused mainly on prevalence of drug abuse, the current
study bridged the gap by focusing on the intervention programs against the prevalence rate.
Further, unlike the Takalani‟s study, the current study targeted not only the students but also
the school administrators who are were expected to give more reliable account of the drug
abuse problem and interventions in the school. The current study also used more data
collection instruments which included not only questionnaires but also document analysis
guide and interview guides. The two complemented data collected by questionnaires.
Makoye (2014) conducted a study on the Effects of Drug Abuse on Academic
Performance in Secondary Schools with an aim of identifying possible solutions towards drug
abuse in Kahama-Shinyanga secondary schools in Tanzania. When conducting the study, the
researcher used both Quantitative and Qualitative methods. The study comprised of a total of
two hundred respondents. There were three groups of people targeted in the research who
included Teachers, Students and support staff. The study employed Simple random sampling,
Systematic random sampling, Stratified random sampling and convenience sampling methods
in selecting the study participants. Data was collected by involving variety of methods in
33
order to get detailed information. These included Questionnaires, Interview, Observation and
Focus group Discussion.
Findings from the study revealed that drug abuse had a great impact on students‟
academic performance in Baloha. Majority of respondents suggested that secondary schools
should have well qualified guidance and counselling teachers so as to adequately counsel
students on the effects of drug abuse and possible ways of evading indulgence into drug
abuse habit. Further, the data revealed that according to most participants, drug abuse in
schools could be controlled by empowering school administrators and teachers with skills to
address the problem through seminars and in service trainings. The study conducted by
Makoye in Tanzania sought to establish the effects of drug abuse on academic performance
and the possible solutions to the problem whereas the current scholar specifically sought to
establish the interventions being undertaken to control the drug menace in Kenya.
A study by Ugandan Youth Development Link (2012) was conducted in Uganda. The
study adopted a survey research design, focusing on the challenges faced in curbing drug
abuse among students. Results established that 71% of the students had used drugs with
alcohol and cannabis taking the lead. Although other substances such as khat and marijuana
are common, alcohol especially packed in sachets (tot packs) are very popular, easily
accessible and easy to conceal. Notwithstanding the recognition of upsetting effects of
alcohol on students, the study‟s findings revealed that many schools have not established
serious measures to prevent the inception of alcohol consumption by students in school it was
also noted and that the homes and communities where students come from have not been
supportive either. The gap in the research is that while the researchers focused on the
challenges faced in the fight against drug menace the current study further investigated on the
interventions employed and their level of effectiveness in curbing the drug abuse menace.
34
Furthermore the study was done in Uganda which is of different setup from the area of the
current research.
A Research by Matowo (2013) wanted to establish a cause, effect and remedial
measures of drug abuse among the children in Tanzania. The researcher thus conducted a
case study of Hananasifu ward in Kinondoni District of Dar Es Salaam region. The researcher
chose a case research strategy because in his view the investigation involved a real life
problem which could not be distanced from the main agents of life and therefore it was the
best design to help answer the research objectives exhaustively. Methods of data collection
used in the study included observation guide, in-depth interview guide as well as distribution
of questionnaire guides. Data was analyzed and interpreted based on the patterns reflected by
the statistics. The results obtained were presented by use of histograms, and frequency
polygons. Findings revealed that most children were exposed to drug and substance abuse
from their early age through parents who were drug addicts. Although the government, non-
governmental organizations and other agencies were using various strategies to eradicate the
drug abuse problem, it was noted that their efforts were futile since the parents were not
available to offer support to their own children. The major challenge that led to the exposure
of the children to drug abuse was lack of adequate time for socialization amongst family
members who included the parents.
The researcher thus recommended that there was a need for collaboration between
families, community, government and hospitals. It was suggested that the government should
put strict measures to ensure that that all children go to school so as to stop roaming around
the villages as well as being involved in sports to avoid idling. Further, the researcher
recommended that parents should be inspired with parental ideals and ethics to help them
support their children in the best way. The research by Matowo was diverse from the current
study as it was conducted in Tanzania with the primary target being out of school children
35
while the current study was conducted in Kenya, targeting secondary school going children.
Besides, the current study involved a stronger approach which is the mixed methods research
paradigm, unlike the former study which used only qualitative design. This aspect allowed
the modern researcher to obtain both quantitative and qualitative information whereby the
two supplements each other unlike in the use of only one approach.
Chebukaka (2014) conducted a study on the extent of involvement in drugs by
students in public secondary schools in Vihiga County in Kenya. The study used descriptive
survey design and ex-post facto Approach. The study was guided by two theories namely the
Social Learning Theory and the Social Control Theory. The researcher used a target
population of 15,222 students enrolled in 45 public secondary schools in Vihiga County. A
sample of 181 Form Three students was selected from nine Public secondary schools through
simple random sampling. Data was collected using a questionnaire and a Students‟ Drug
Involvement Scale (SDIS). From the results, 55.7% was indicated by their favourable attitude
towards drug abuse. Since the percentage of those abusing drugs was found to be 50.9%,
according to the researcher, it meant that the extra 4.8% were at the risk of abusing drugs.
Chebukaka recommended that there is need to carry out intervention measures to prevent this
risk group from drug abuse behaviour. The current study therefore focused on intervention
measures being carried out in schools to curb the level of drug abuse menace in schools.
A study by Mweu (2010) set out to investigate factors contributing to drug abuse
among youth in the Eastlands area of Nairobi. Among other objectives in the study was the
intention to identify intervention strategies used by stakeholders to combat the problem of
drug abuse among the youth in the area of study. A qualitative research design was adopted
for the study. The researcher used a sample size of 100 youthful drug abusers. Convenience
sampling technique was employed whereas 9 key informers were sampled through purposive
sampling technique. Both primary and secondary sources of data were used in the study.
36
Findings revealed that youths in the Eastlands area of Nairobi abused a number of drugs and
some of the most common ones were alcohol, bhang, miraa and tobacco. It was noted that
drug abuse measures existed in the area. Some of these strategies employed to address drug
abuse included guidance and counselling imprisonment of drug traffickers as well as drug
rehabilitation support to service. There was also evidence that use of anti-drug abuse
campaigns in schools and churches was common in the area.
The researcher recommended that there is need for more awareness to be created on
the dangers of drug abuse among the youths. It was also suggested that the government and
its partners should take exigent measures to provide affordable and accessible treatment and
rehabilitation services to the youth hooked into drug use. Additionally, the researcher felt that
it is essential to curtail the supply of drugs into the market in order to lower the opportunity to
access the drugs. Mweu‟s study sought to investigate on the preventive measure against drug
abuse amongst the youth. However, the study‟s focus was on the out of school youths, unlike
the current study whose focus is on the school going youths. Further, the study used a smaller
sample size of only 109 participants whereas the present study employed a lager sample size
of 392 participants thus making it more possible to generalize the study to the entire
population of study.
A study was conducted by Mutero (2011) on effects of drug abuse on students‟
discipline in Public secondary schools in Mbeere South Kenya. The study applied a
descriptive survey design. The target population for the study consisted of all the public
secondary schools in Mbeere South district. Field survey method was applied to collect
quantitative data by use of questionnaires. Responses of the principals and teachers on the
measures that are taken by school authorities to curb drug abuse among students in the
schools showed that some of the measures used included expelling of students, suspension
and referral to guidance and counselling services. It was also noted that heavy punishment
37
was used as an approach to curb the vice. Further, the research showed that teachers are
mostly involved in drug education as well as PTA. This proved that the drug education
provided to students is not adequate as teachers have various commitments in the schools
hence spending little time educating students on drugs. The study by Mutero was different
from the current study since its main objective was to find out the effects of drug abuse to
students discipline while the current study‟s main focus is on administrative interventions.
Further, the current study involved both private and public secondary schools unlike
Mutero‟s study whose population comprised only public schools
A study was conducted by Opanga (2011) on the ways of curbing the challenges of
drug abuse. The target population for the study was primary school pupils in Siaya county.
The researcher employed a descriptive survey design. The sample size was 144 participants
which comprised of 140 primary school pupils from 4 schools and 4 head teachers.
Questionnaires were used to gather data from the respondents. Findings indicated that various
actions had been taken to curb the challenges of drug abuse in primary schools. These
included co-ordination of activities by individuals in the government and organizations
designed to spearhead campaigns against drug abuse, expansion of action plans to curb drug
abuse in schools and other institutions of learning which included curtailing sale of drug to
the minors, as well as educating of parents on the abuse of drugs and the effects and their
functions with the aim of empowering them as the role models to their children. It was
however noted that despite all the measures that were being taken by the government and the
concerned authorities, many young people still ended up abusing various drugs. The
researcher thus recommended that it is necessary to introduce a curriculum right at preschool
and primary school levels of education. According to the researcher, the curriculum should be
based on the negative effect of drug and substance abuse. It should also should educate the
young on the types of drugs that are being abused in the modern society as well as teaching
38
them how to escape from peer pressure and temptations which have been identified as the
major routes through which the young get exposed to drug and substance abuse. The research
by Opanga was dissimilar from the current study as it was delimited to the primary level of
education while this study focused on the secondary school level of education. Moreover the
former study was purely quantitative in nature unlike the current which employed both
quantitative and qualitative designs, thus gaining more reliable data by use of the diversified
perspectives.
Kiiru (2011) undertook a study on the prevalence and preventive measures of drug
and substance abuse among secondary school adolescents within Ruiru Division of Thika
District. One of the objectives of the study was to establish the measures of control among
secondary school adolescents in Thika. Cross sectional study design was employed the target
population for the study was 200 adolescents selected from 10 secondary schools in Ruiru
division of Thika District. However, data analysis was based on responses from 190 youths
since 10 of the participants failed to return their questionnaires. The tool for data collection
was a questionnaire. Raw data was analyzed using descriptive statistics which included
frequency counts and percentages.
All the 190 adolescents agreed that there were adolescents in their schools who
abused drugs. The most commonly abused drugs were alcohol (91.1%), cigarettes (60%),
bhang (64.2%), miraa (34.2%) and kuber-tobacco (26.8%). The adolescents who abused
drugs accessed them from adolescents who peddle drugs (14.2%), buying from neighbouring
community (37.9%), sneaking them to school when reopening (45.8%), buying them during
school outings (8.4%), and buying from subordinate staff (1.1 %). The participants revealed
that school authorities mostly used expulsion and punishment to deal with drug abusers.
Other strategies used included searches in the student‟s lockers and boxes as well as pockets
before entering the school on opening days. The researcher recommended that programmes
39
could be deliberated to offer assertiveness training to adolescents, and to equip them with
necessary knowledge to assist them in making clear decisions in life. The research was
dissimilar from the current study in that the target population consisted of students only while
the current work included school administrators in seeking information on the intervention
measures used against drug abuse habits in school. This allowed the researcher to gain
information from diverse backgrounds which guaranteed reliability unlike use of only one
group which could produce biased results.
Matimu (2012) conducted a study on Drug abuse among the Matatu workers of
Kiambaa constituency, Kenya, with the objective of establishing among others, the mitigation
strategies used to control the drug abuse habit. The target population for the study was matatu
workers aged between 21-25 years. A sample size of 100 respondents was selected for the
study. Non-probability sampling technique which included purposive sampling was used to
get the study sample. Information from the study was gathered using structured questionnaire.
The raw data collected was analysed using SPSS (statistical package) where use of both
descriptive and inferential statistics was applied to analyse the data.
Research findings from the study disclosed that education level of most matatu
workers was low with only 21 % having completed secondary level of education. The
respondents claimed that they felt frustrated, lacked focus and were financially handicapped
since they spent most of their money in purchasing the drugs of abuse. They also felt
discouraged since they quarrelled amongst themselves, with relatives and friends any time
they were under drug influence which made them have strained relationships with other
members of the society. Study findings revealed that some mitigation measures had been put
in place to deal with drug abuse. These included police raids in the Chang'aa dens, counseling
by the parents, public forums that were designed to target the matatu workers. Equally,
church leaders held crusades and seminars whose focus was to address drug abuse among the
40
youths in the society. However, the participants felt that the stakeholders needed to intensity
their energies in addressing the impact of drugs abuse among the matatu workers. The study
by Matimu primarily focused on the youths working in matatu industry while the current
study was delimited to the secondary school going youths. Methodologically, the study was
different from the present study in that it employed only non-probability sampling whereas
the modern research use both probability and non-probability sampling techniques thus
giving the researcher ability to select subject of study without randomly. Random sampling
regulates bias as it ensures that all subjects are given equal chances of being selected to
participate in the study.
A study was done in Embu by Mutumi (2013). The purpose of the research was to
carry out an investigation into the prevention programmes applied by school authorities in
curbing drug abuse in secondary schools in Embu county and the possible solutions to the
challenges faced. The study adopted descriptive survey design. A sample size of 378
respondents was selected, targeting ten students in each form, deputy principals and guidance
and counselling teachers. Mutumi used questionnaires to gather data from the study
participants. Purposive and simple random sampling techniques were used to select the
sample for the study. The study found that drug prevention programme has been put in place
in the schools as reported by majority of the students represented by (69.4%). It was also
noted that students were exposed to drug prevention programmes. Report from the
respondents showed that in order to curb drug abuse, in secondary schools effective guidance
and counselling has to be implemented. Majority of respondents also stated that creation of
awareness among students should not be ignored.
Based on the research findings, the researcher recommended that secondary schools
should be well equipped with qualified guidance and counselling teachers so as to support
students struggling with drugs abuse problem. Unlike Mutumi‟s study, the current study
41
made a deeper exploration of the drug abuse problem with the aid of more than one research
tools. These included not only questionnaires as was with Mutumi‟s study but also interview
guides and data analysis. The tools gave the researcher more advantages as she was be able to
concurrently collect both quantitative and qualitative data.
Njoki (2013) sought to establish the extent of drug and substance abuse in secondary
schools in Kiambu Kenya, and analysed the strategies used to address the problem. The study
used descriptive survey design adopting a field survey method to collect quantitative data,
with questionnaires and interviews. The key study findings were that there were drug
interventions put in place at the school level. These composed of formulation of a drug policy
designed to control the use of drugs. It was also discovered that spelling out the disciplinary
actions against those caught using drugs within the school premises was frequently used to
intimidate those intending to indulge into drug abuse habits. Discoveries also showed that
other drug and substance control methods at the school level included conducting of surprise
searches from students‟ boxes in the dormitories, lockers in classes as well as use of strict
rules and regulations that criminalize trafficking, possession and use of drugs and substance
abuse in the school. Njoki further discovered that teachers and support staffs were not only
trained to rehabilitate but also to counsel the students. The current study sought to bridge the
knowledge gap by majorly attempting to establish the intervention measures used by
administrators to curb the level of drug abuse in Kajiado and not Kiambu as with Njoki‟s
study. Further, the study applied both qualitative and quantitative approaches to gain more
reliable data for the study.
Hassan (2013) studied on factors associated with alcohol abuse among University of
Nairobi students. The aim of the study was to establish the prevalence and factors associated
with alcohol abuse among the University of Nairobi students. The researcher employed a
descriptive cross-sectional survey design. Self-Administered modified audit Questionnaire
42
was used for data gathering. A sample size of 446 students was selected to participate in the
study. Key Informant Interviews were conducted among the staff and student leaders of the
university. Data analysis was done using both qualitative and quantitative approaches in a
mixed model research design approach. Statistical Package for Social Sciences (SPSS) was
applied for the analysis of structured items findings from the study indicated that prevalence
rate of alcohol intake was (63.2%) among the respondents. Relationship between where the
students grew up and alcohol consumption was significant (p=0. 002) with more students
who grew up in urban setting likely to consume alcohol. Alcohol abuse measured with
AUDIT score proved that 3.2% of the participants were in zone 4 highlighting a possible
dependency on alcohol.
The researcher discovered that there was low knowledge on the presence of alcohol
policy at the university with only 31.4% knowing the presence of the alcohol policy. There
was a realization that the university alcohol policy was not harmonized with the Alcohol Act
even though the two were established in the same year. Recommendations by the researcher
was that there is a need to revise the alcohol policy with regard to that alcohol control act
2010 and make sure the University community abide by it. It was also suggested that
Measures should be put in place to ensure submission to the policy. Hassan‟s study was
different from the modern study as it was conducted with the target population of subjects
from higher institutions of learning whereas the targeted group for the current study was the
secondary school community. Further, the current study sought to bridge a knowledge gap by
specifically establishing the preventive measures used to curb the vice amongst students
unlike the former study whose focus was only on the factors leading to the drug abuse habit
A study was carried out by Ng‟ang‟a (2014) in Nyeri County Kenya. The purpose of
the study was to examine the participatory approaches used by head teachers to control drug
abuse in public secondary schools in Nyeri District. Further, the study sought to identity the
43
kinds of drugs abused by secondary school students, the sources of drugs abused and the
causes of drug abuse among the students the secondary school students. There were five
hypotheses that were tested to establish if there were any significant difference between the
participatory approaches used by head teachers and selected demographic variables; age,
gender, administrative experience, professional level of the head teachers and the size of
school. An ex-post facto design was selected for this study since according to the researcher it
was not possible to control the variables of the study like age, sex, academic qualifications,
professional grade and experience of both head teachers and teachers and also the size of the
school. Data relating to drug abuse, discipline and challenges faced by public secondary
schools in Nyeri District was gathered using questionnaires.
The study findings disclosed that the most commonly suggested participatory methods
of controlling drug abuse among the students were individual guidance and counselling of
students, effective participation of provincial administration in curbing drug abuse in schools
as well involvement of peer student‟s and referral to guidance and counselling services in
school. It was also proven that Head teachers regardless of their age had no significant
difference on their participatory approaches used to control drug abuse among the students.
There was no significant difference existing between the gender of head teacher and the
participatory approaches used to control drug abuse among the students. Based on the
findings Nga‟ng‟a made various recommendations which included use of workshops and
stepping up of regular in service courses for head teachers and heads of guidance and
counselling so as to train them professionally on how to involve others in the fight against
drug abuse problems.
Additionally, the researcher suggested that parents should be involved in the
campaign against drug abuse and be guided and counselled on how to bring up their children
in view of the present menace of drug abuse in the society. Even though the study was closely
44
related to the current study, it was carried out in a county that is far off the current locale
which is Kajiado. This may make the current study achieve different findings altogether as
data may be influenced by the different environment and social set up. The study employed
only a questionnaire for data collection which may yield limited data since the respondents
are tied to limited questions. The current study will involve both questionnaires and interview
guide for more detailed data.
Studying on drug and substance abuse education in Kenya, Ruthiru (2013) applied an
Ex-Post Facto design. Results indicated that NACADA had adopted an intervention line that
encompasses comprehensive education for long-term empowerment of youth and general
public to counter drug abuse. According to the researcher, there is close collaboration in the
fight against drug abuse with key actors. These include relevant government departments, the
media, Non-Governmental Organizations (NGOS), relevant professionals, spiritual leaders,
parents associations and institutional leaderships. Ruthiru noted that the intervention
measures were aimed at achieving positive change of behavior and attitudes among the youth
and young adults in various situations. The study was different from the current study in that
the researcher‟s study population was government and non-governmental organizations. The
current study directly involved educational institutions and specifically the administrators of
secondary schools.
Baridi (2014) conducted a study whose main objective was to establish the strategies
that have been put in place at public workplace by the government of Kenya in spearheading
the fight against Alcohol and Drugs Abuse (ADA). Explicitly, the research wanted to;
identify strategies put in place, establish the extent of implementation of the strategies,
establish ethical principles that guide anti-ADA campaigns, determine the level of
enforcement, as well as to identify challenges that obstruct administration of these strategies
with specific focus being the Ministry of Devolution. The study engaged two research
45
paradigms. These included quantitative and qualitative research designs. Data collection from
the key informants in the study was gathered using tools such as the questionnaire, interview
guide and observation guide.
The study revealed that various government institutions were at different levels in the
fight against ADA. The study proved that most institutions were at the sensitization level,
with education through seminars and sensitization registering a score of 35.7%. The
researcher concluded that therefore Institutions have non-coordinated approaches toward the
problem of alcohol and drug abuse which need to be addressed by all the stakeholders.
According to the researcher, it was suggested that there is therefore a need to harmonize the
efforts of anti-ADA campaign in the public workplace. The research by Baridi was different
from the current study as it was conducted in a government workplace targeting public
workers and government authorities whereas the current study placed focuses on learning
institutions, specifically secondary school. The current study targeted students and school
administrators.
Njeru and Ngesu (2014) undertook a study on the causes and effects of drug and
substance abuse among secondary school students in Dagoretti Division, Nairobi West
District-Kenya. This study aimed at finding out what makes students abuse drugs. The study
conducted in secondary schools in Dagoretti Division employed survey research design.
Information was assembled with the help of questionnaires. Data was organized and prepared
for analysis by coding and entry in the Statistical Package for Social Sciences (SPSS)
software programme. Findings from the study disclosed that majority of students abuse drugs
to so as feel high and was a result of peer pressure. Majority of the study participants
unveiled that the school author was reluctant in addressing the problem of drug abuse. It was
also reported that most teachers did not care to educate students on the dangers of drug abuse.
Poor Academic performance was reported as the greatest effect of drug and substance abuse
46
among students. The study recommended heavy punishment of drug abusers as well as
enhancement of guidance and counselling sessions to minimize the vice and make secondary
schools drug free. The scholars‟ work was diverted from the current study in that was
designed to establish the causes of drug abuse and not strategies against drug abuse as was in
the current study. Moreover, the current work adopted a mixed methods research paradigm
thus gaining access to an in depth information unlike the former research where only one
research paradigm was used.
Njagi (2014) carried out a study on strategies used by secondary school principals to
curb the effect of drug abuse on academic performance in Naro Moru division, Nyeri County
in Kenya. In order to find out the strategies used by principals in curbing the effect of drug
abuse on academic performance, the researcher adopted a mixed method design. Documents
used for collecting data included questionnaires, interview guide and document analysis
guide. Findings revealed that the most commonly used strategies for curbing drug abuse
included; expulsion, suspension, drug education and heavy punishment. The researcher
discovered that these approaches were not diversified enough to effectively impact on
improved academic performance, even though some participants acknowledged that they
were meant to improve the performance.
The researcher also noted that there were a few school administrators who did not
care much about the issue of drug abuse in the schools such that they actually lacked drug
abuse policies in their schools. Based on the findings, Njagi recommended that there is a need
for all schools to come up with a drug policy so as to create awareness of the effect of drug
abuse in secondary schools. She also suggested that there should be collaboration among all
educational stakeholders so as to improve academic performance. Further, the researcher felt
that expulsion should not be used against students who are identified as drug abusers, rather
they should be helped through guidance and counseling and be integrated in the community.
47
The study was similar to the current study; however the study was carried out in Naro Moru
Nyeri County while the current study was conducted in Ngong sub-county Kajiado County.
Gathumbi and Cheloti (2016) conducted a research on Curbing Drug and Substance
Abuse in Secondary Schools in Kitui, Kenya; focusing on Community Intervention
Strategies. The study employed descriptive survey design. The study sample consisted of 35
head teachers and 407 students. Questionnaires were used to collect Data from head teachers
and students. The researcher ascertained Content validity and reliability of the study
instruments was. Analysis of data was done using Descriptive statistics. The researchers
discovered that lack of cooperation from parents and guardians was frustrating DSA
intervention efforts in schools. Surprisingly, the study concluded that use of school
community was not effective in curbing DSA in schools, since majority of community
members never cooperated with schools in fighting the drug abuse menace. The study
recommended an integrated approach where different strategies or combination of strategies
are used purposively for different DSA cases.
The researchers also suggested that school principals should collaborate with law
enforcers, government agencies such as NACADA and NGOS to control the supply and
demand of drugs and substances. The ministry of education could review policies on
punishment and expulsion as regards to curbing alcohol and drug abuse among students in
secondary schools. Notwithstanding, the study did not include key people in the study such as
Guidance and counselling teachers, PTA and deputy principals who are directly exposed to
the nature of the drug abuse problem in schools. The current study therefore included
chairpersons of PTA as representatives of the school community in order to get first-hand
information about their involvement in the fight against drug abuse. Deputy Principals were
also involved in the current study so as to give records of drug related indiscipline cases.
48
Kimani (2014) conducted a study on drug and substance abuse in secondary schools
in Kiambu kenya with an aim of proposing a programme for prevention and intervention. The
research used a descriptive survey design. Target population consisted of students and
guidance and counselling teachers. Questionnaires and interviews guides were employed as
the tools for gathering data from the respondents. The scholar used Quantitative approaches
such as inferential statistics including Pearson Product Moment correlation were used to
analyse data. The study disclosed that both the school administrators and teachers faced a lot
of challenges in trying to curb drug abuse problem in secondary schools. These included
inadequate skills in handling addressing the problem as well as lack of parental support.
The researcher proposed a number of guidelines necessary for developing a
programme for prevention and intervention. Such included intensive teacher education on
various approaches into curbing the drug menace and parental engagement forums where the
parents would be sensitized on the need to work closely with the school authority in
addressing the drug problem. The study by Kimani was different from the current study in
that it targeted only the students and the counseling teachers whereas the current study
included even the principals and the deputy principals. This was so as to help the researcher
to gain a deeper understanding on the prevention programs put in place to curb the drug
menace. Further, the current study carried out a document analysis to allow the researcher to
gain access to the quantitative data which is more accurate in comparison to the use of only
questionnaires and interview guides as was in the study by Kimani.
49
2.3.2 Extent of Effectiveness of Strategies employed in Curbing Drug Abuse
Sahin and Karapazarlioglu (2014) examined the Effectiveness of School-Based Drug
Resistance Education Program in North Carolina United States The study used an
experimental design. Some schools were assigned as Drug Abuse Reduction program
(DARE) group and others were assigned as control group not receiving program training.
Pre-test was administered to all students in the study before the program, and a post-test right
after the program. The study was guided by social influence theory, social inoculation theory,
and social skill training model stemming from social learning theory approach. Findings
showed that the program is a wide spread school-based drug prevention for students across
the country. Its aim is to teach students skills for resisting peer pressure to use drug and
recognizing negative consequences of drug use. The study reflected a reducing effect of the
program on the drug use by the treatment group students.
However, the critical concern was that the same drug prevention program proved to
be successful in some environments and not in other settings. The researchers were in
concurrence with Kucukuysal and Beyhan (2011) in concluding that: importing and
implementing the same DARE program without taking into consideration the specific
characteristics of the schools or school environments was a risk. This was out of a common
assumption that if a program has been successful in one setting, then that program should
produce the same results in other environments. The gap between the study and the current
one is that it was carried out in USA which is a developed country where as the current study
was conducted in Kenya, a developing country. Furthermore, the study involved an
experimental approach while the current study applied both survey and phenomenological
approaches. Use of the two approaches provides strengths that help offset any weakness by
either of the approach unlike the use of only one approach. Additionally, the study focused on
50
a specific existing program for drug abuse control whereas the current study explored on the
various interventions applied in the different secondary schools.
To determine the impact of drug and alcohol abuse school-based preventive strategies
on pupils in selected schools in Livingstone District of, Masiye and Ndhlovu (2016)
undertook a research study in Zambia. Use of both quantitative and qualitative methods was
actualized. The target population for the study comprised of 160 Pupils, 8 School managers,
40 Teachers and 2 Drug Enforcement Commission officers (DEC). The total sample size for
the study was formed by 210 respondents. Data collection tools comprised of Questionnaires
that were used to gather information from pupils and teachers respectively and semi -
structures interview guides which were designed to get data from the School Managers and
Drug Enforcement Commission officers. Further, the researchers conducted a focus group
discussion which was also used as a data collection tool for the pupils. Thematic analysis was
used to present the qualitative data while Quantitative data was analyzed using Statistical
Package for Social Sciences (SPSS).
The study findings revealed that 62% of pupils indicated to have knowledge of drug
and alcohol abuse. School managers and DEC officers also felt that pupils‟ knowledge level
about drugs and alcohol abuse had increased. Additionally, the study also realized that fact
that some strategies used to eradicate drug abuse from pupils such as the use of peer
educators and involvement of parents had a great impact in realizing the positive effect on
pupils‟ knowledge. It was also noted that the use of less-interactive measures including
lectures and talks contributed to low level of impact on pupils‟ awareness and behaviour
change. The scholars came up with a conclusion that even though preventive strategies used
in schools had a noteworthy positive impact on pupils‟ awareness, there was very little
impact on their behaviour change. The researchers made various recommendations which
included the need to have regular invitation of DEC officers to give talks to pupils DEC
51
officers should provide drug and alcohol abuse preventive education on a regular basis and
financing of National Education Campaign Division of DEC should be increased to enable it
to use research evidence-based intervention measures, in-service training for teachers in
preventive education, institution of more clubs and sports activities and placing of ban on the
sale of drugs and alcohol within the school premises and surrounding areas. The study was
carried out in Zambia whereas the current study took place in Kenya. This study sought to
establish preventive measures against drug abuse among primary school pupils unlike the
present Kenyan study that targeted secondary school students. Methodologically the study in
Zambia used a smaller sample size of 210 respondents unlike the current research that used a
larger sample size of 392 participants thus producing a more reliable and generalizable data.
Mamman, Othman and Lian (2014) did a study on Adolescent‟s and Drugs Abuse in
Nigeria with an aim of establishing the effectiveness of preventive measures used by the
government to eradicate the drug menace amongst the adolescents. The study applied
descriptive survey design. A target population of 80 out of school adolescents, 3 officials
from the federal government and 1 counsellor from a rehabilitation centre. Simple random
sampling and convenient sampling techniques were used to select the samples. The
researchers used questionnaires to collect data from the respondents. Findings disclosed that
the government in Nigeria has tried to curtail, eradicate and even discourage the use,
trafficking and recycling of illegal drugs. This has been made possible through promulgation
of various decrees related to such drug use. The decree led to the establishment of the
National Drug Law Enforcement Agency which is charged with the dual responsibility of
reducing the supply and demand for drugs. However it was found that in spite of the
government‟s effort, drug abuse problem amongst the adolescents continued to persist.
The researchers hence recommended that Parents should sincerely re-orient their
children on the dangers of drug abuse on their health, education and social relations. The
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national drug law enforcement agency should also strengthen their anti-drug campaigns in
order to have a drug free society with a primary focus on the youths and teenagers. It was
also suggested that the Ministry of Education (Federal and State) need to add drug education
to the school curriculum for both the primary and post primary schools, along with lectures,
seminars, rallies, and film shows for the youths on the adverse effects of drug abuse. The
study was different from the current study in that the aim was to establish the strategies used
by the government of Nigeria to curb the drug abuse problem among the out of school
adolescents, while the present‟s study focus was on the school‟s administrators‟ interventions
in curbing the level of drug abuse among secondary school in Kenya. The Nigerian study was
quantitative in nature whereas the modern research adopted a mixed methods approach which
is a stronger approach as it allows the researcher to gain in-depth understanding of the social
problem of concern.
In Tanzania, Chanila (2015) carried out an Assessment of Strength and Limitations of
Drug Use Interventions in Kinondoni Municipality. The study used a cross-sectional design.
Structured questionnaire, semi-structured interview guide, Focus Group Discussions and
observation methods were used for data collection. Purposive sampling, snow-balling, and
convenience sampling techniques were applied to get samples for the study. The major
findings from the study were; that the interventions used are effective as was reflected
through behaviour change of clients. However, there were various challenges noted. These
included failure to do social reintegration, relapse, overdependence on drugs and shortage of
rehabilitation centres. Based on the findings, the researcher recommended that there was a
need to boost community awareness initiatives, scaling up of rehabilitation centres,
strengthening laws against drugs, good governance that would stimulate employment as well
as collaboration among actors. This study, though on interventions for curbing drug abuse,
focused on out of school youths and not those in secondary schools. The current study
53
therefore bridged the gap by focusing on what is being done at the school level by school
administrators to curb the levels of drug abuse among the youths in secondary schools.
King‟endo (2010) carried out a study on Incidence and Extent of Substance Abuse
among Secondary School Students in Nairobi Province, Kenya. The objective of the study
was to assess the prevalence of substance abuse in secondary schools, and to determine the
factors that contribute to substance abuse. An ex-post-facto research design was employed.
The study population comprised of all public secondary schools in Nairobi Province.
Questionnaires were administered to the students and counselling teachers. The key study
findings exposed that peer pressure, school and family stress, and drug availability
contributed to students‟ drug abuse. The researcher noted from the data report that most
students disclosed lack of strict measures by the school authority against drug abuse as the
main reason why most students fall into the drug abuse trap.
The researcher resolved that stringent measures need to be put in place with urgency so
as to minimise the problem of drug abuse. It was recommended that a multifaceted approach
as a strategy for minimizing the vice in the secondary schools must be considered as a
priority. Even though the researcher justified the sampling procedure in obtaining a stratum
of public schools, there was a risk of leaving private schools unrepresented, yet they could be
of great importance to the study. The current study will thus attempt to fill the gap by
involving both the private and the public schools so as to have a more representative sample.
Furthermore the study used only one instrument which is the questionnaire for data
collection. The current study will apply both a questionnaire, an interview guide and
document analysis in order to acquire more detailed data.
Cheloti (2013) studied on effectiveness of the Head Teachers‟ Strategies used to curb
Drug and Substance abuse in public secondary schools in Nairobi County. Descriptive survey
design was employed for the study. The sample size consisted of 35 head teachers and 35
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heads of guidance and counselling departments. Simple random sampling was used to select
420 students whereas purposive sampling was used to sample the other respondents. Data
was collected by use of two sets of questionnaires for head teachers and students and
interviews conducted with heads of Guidance and counselling. The findings showed that
although school curriculum was used to curb Drug and Substance Abuse (DSA), the content
on DSA in the curriculum was inadequate. The researcher discovered that Co-curricular
activities which included sports, drama, music and poems were more effective in curbing
DSA. It was also realized that Guidance and counselling was the most preferred strategy for
curbing drug abuse. Findings revealed that all schools visited had a guidance and counselling
teacher. However, the findings revealed that majority of the head teachers and teacher
counsellors lacked the skills for counselling drug abusers. Teacher counsellors also doubled
as subject teachers hence lacked time for counselling students.
The scholar thus concluded that the benefits of Guidance and counselling strategy
have not been fully harnessed. This was echoed by NACADA (2017) where the study found
that schools lacked proactive strategies to deal with alcohol and drugs, and exposed that
indeed guidance and counselling teachers only get involved when cases of drugs and
substance abuse were reported. The difference of the study from the current is that the study‟s
population did not include PTA and Deputy Heads who check on the discipline of learners.
As well, the study used only one design. The current study adopted a mixed method design so
as to allow access to both quantitative and qualitative data. This provided a more complete
and comprehensive understanding of the research problem than use of only one design.
Ombere (2014) conducted a study on Drug and Substance Abuse among Secondary
school Students in Embakasi District, Nairobi County. The research was guided by Mertons
Goal-Means Gap theory and Cohen Status Frustration theory. It was a survey with 360
students selected for the study. The main findings of the study were that most students were
55
highly certain that they could solve difficult problems, accomplish their goals, deal efficiently
with unexpected events and also handle unexpected or unforeseen situations when using
drugs. Contrary to that, the same students had a negative opinion towards drugs abuse
prevention strategies used in school. Majority of students reported that they were aware of the
drug abuse measures employed in schools and that most the strategies were designed not to
curb the level of drug abuse but to punish culprits of the habit.
Based on the findings, one of the major recommendations made by the researcher was
that the issue of drug abuse among the youth should remain on the agendas of policy makers
in the country, especially elected leaders, so as to maintain long-term commitment to solving
the drug problem. This could include advocacy and creating awareness. The study by Ombere
applied a different theory from the current study which was based on the operant conditioning
theory. Further, the study targeted only students whereas the current study targeted not only
the students but also the school administrators as well as the PTA and guidance and
counselling teachers. The researcher believed that targeting the group would produce more
reliable and accurate data as compared to relying on students only.
In their study on Curbing Drug and Substance Abuse in Secondary Schools in Kenya,
focusing on the Community Intervention Strategies, Gathumbi and Cheloti (2016) employed
descriptive survey design. The sample for the study consisted of 35 head teachers and 407
students. Data was collected from head teachers and students using Questionnaires. The
researchers found out that the use of school community alone was not effective in curbing
DSA in schools. The researchers thus recommended an integrated approach where different
strategies or combination of strategies are used purposively for different DSA cases. The
study was different from the current study because the focus was on the community
involvement while the current study focused on the school administrators. The attention of
school administrators yielded more comprehensive data since they are the people who have
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the daily encounter with the students and thus gave information from different dimensions on
the curbing of the menace.
Mbuthia, wanzala, Ngugi and Nyamogoba (2017) carried out a study to determine the
effectiveness of alcohol and drug abuse awareness campaigns on behaviour change among
first year undergraduate students. The study employed a quasi-experiment design. Baseline
survey was carried out with a target population of 473 first year undergraduate students from
two public universities in the coastal region of Kenya. The researchers allocated the two
Universities to either experimental or control group. The scholars carried out Intervention of
awareness campaigns in one of the University for a time frame of one year after which an
end-line surveys involving 387 students was conducted. To gather information, data was
collected using self-administered questionnaires. The study revealed that there was a high
prevalence rate of substance use with alcohol being the most regularly used substance at both
baseline and end-line surveys.
It was disclosed that despite the intervention being in one University, the prevalence of
drug use still increased from 38.9% to 48.9% in the control University and 31.3 % to 55.2%
in the Intervention University. The scholars concluded that the problem of substance abuse is
massive among university students. It was established that information awareness campaigns
against substance abuse alone are not effective in reducing indulgence into substance use
among the university students. Founded on the research outcomes, the researchers suggested
that there is a need to invent more operational strategies so as to control substance abuse
among the university students. The study was different from the current study in such a way
that it was conducted in institutions of higher learning whereas the current study was based
on secondary schools. The study by Mbuthia et al applied a qausi experiment design while
the modern study employed a descriptive survey as well as phenomenology designs.
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2.3.3 Challenges faced in the fight against drug abuse in schools
Hoe and Hamid (2015) conducted a study on Teachers‟ Perspective on Challenges of
Substance Abuse Prevention among Malaysian Secondary School Students. The study aimed
at identifying challenges faced by secondary schools and the supports needed in the effort to
curb substance abuse. A survey design was employed. A total of 18 high risk secondary
schools were selected from Selangor, Wilayah Persekutuan Kuala Lumpur, Penang, Sembilan
and Melaka. Data was collected using questionnaires where a total of 258 teachers from 18
selected schools were involved. Analysis of data was done using descriptive statistic through
frequency counts and percentages.
Results identified that lack of student participation, time constraints and financial
problem were the three main challenges faced in conducting drug prevention programmes in
schools. The researchers noted that the most crucial support needed by schools in organizing
substance abuse programmes are material, financial support, anti-drug clinic and professional
advice, which lacked in most of the schools. It was recommended that involvement of the
students‟ families and the community should be considered in substance abuse prevention
programme so as to have better result. The emphasis by the researchers was that for every
substance abuse prevention programme held in schools, feedback from the participants
should be obtained and analyzed in order to gauge the effectiveness and relevance of the
programme.
The study by Hamid and Hoe made conclusions that there are various challenges
faced in schools when trying to curb substance abuse, hence, involvement of all parties is of
essence in providing support so as ensure there is success in the implementation of substance
abuse prevention programmes. Unlike the current study, the research was not conducted in
the Kenyan context which is the area of interest for the current study. As well, the study by
Hoe and Hamid used a target population of only teachers. The current study bridged the gap
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by including students. This is because they are the direct victims of drug abuse menace and
hence their inclusion in the study will solicit information that is more detailed.
Ogenchuk (2012) conducted a study on High School Students‟ Perceptions of Alcohol
prevention Programs in Canada. A mixed methods design was adopted. Interview, focused
group discussion and questionnaires were used for data collection. In the findings, student
participants reported that materials offered to them did not include information that would
help them resist peer pressure in different situations along with refusal skills. Data showed
that more than one quarter of the students (34%) in the study could not recall having received
education on refusal skills, decision-making, or peer pressure related to drug abuse. Findings
revealed that several participants were not aware of materials covered in various subject areas
in which related to alcohol prevention. The study by Ongechuk concluded that the emerging
from the data time was an issue. Specifically, the researcher noted that there was not enough
time delegated in the curriculum for alcohol prevention that would enable exploring of new
skills, and this posed as a major challenge in the fight against drug abuse in schools. The
study was carried out in Canada and not in Kenya as the current study did. Furthermore the
current study also sought information on challenges faced by the school administrators in
curbing drug abuse and not only from the students as indicated in the Ogenchuk‟s study but
also from the administrators themselves.
Nkala (2014) undertook a study in order to assess the Guidance and Counselling
Programme in Mzilikazi District in Bulawayo Metropolitan Province. The aim of the research
was to establish the extent to which Guidance and Counselling services prepare secondary
school students to achieve social, personal and academic development. In the view of the
researcher, secondary schools were mandated to offer and direct adolescent learners away
from participating in anti-social behaviours such as drug and alcohol abuse. The study
adopted a descriptive survey to conduct the study. Tools for the research questionnaires with
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closed and open-ended questions and semi-interview guides were used to gather information,
perceptions and opinions on the benefits of Guidance and Counselling Programmes. The
study population had 6000 students and 150 teachers. A stratified random sampling technique
was used to select participants. One hundred students, thirty teachers and five heads of
secondary schools participated in the study.
Study findings unveiled that 80% of the secondary schools in Mzilikazi District had
not yet complied with the Ministry of Primary and Secondary Education on the
implementation of the guidance and counselling programme. Lack of qualified teachers,
stationary, books and relevant facilities like counselling rooms were found to be major
barriers inhibiting the implementation of Guidance and Counselling services. It was also
discovered that majority of the students were ignorant of the existence of such services which
was reported to be the major cause of high rates of delinquency, alcohol and drug abuse. The
scholar determined that secondary students have not benefited from the guidance and
counselling programme. Suggestions made by the researcher included that the Ministry of
Primary and Secondary Education should provide adequate resources before considering the
implementation of Guidance and Counselling Programme in schools so as to empower the
programme with capacity to address the social needs of secondary school students. The
Zimbabwean study focused on only one aspect of curbing drug abuse which is guidance and
counselling while the current research focused on the general strategies used by the school
administrators to curb the vice, thus filling the knowledge gap.
A study by Okechukwu et al (2017) employed a cross-sectional descriptive survey to
examine the effect of drug abuse on the academic achievement of secondary school students
in Mkar metropolis, Mkar, Gboko and Benue State Nigeria. A sample size of 220 secondary
school students was selected using simple random sampling technique. 220 questionnaires
were distributed as method of data collection. The researchers noted that most students
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represented by 118 (53.6%) were between the age of 15 and 19 years. It was discovered that
majority of the students were of the opinion that the abused drugs are always available thus
making it difficult to eliminate the drug abuse habit from the students in Mkar. It was
recommended by the researchers that, counselling education should be introduced in
secondary schools and that parents/guardians, should be involved in the fight against drug
abuse. The study was different from the current study as it employed only a quantitative
approach while the current study employed both the quantitative and the qualitative
approaches. Use of both approaches is considered essential especially for investigating such
social problems as drug abuse. This is because the researcher is able to understand the
magnitude of the problem through the quantitative approach as well as the opinions, attitudes
and meaning people attach to the menace by the use of qualitative approach.
A study by Takalani (2016) was conducted to determine the prevalence of substance
abuse amongst rural secondary school learners in selected province of South Africa. The
researcher adopted a quantitative approach using survey design. Data was collected from 338
randomly selected learners aged 14 to 18 years from 10 secondary schools in Vhembedzi
Limpopo province. Results showed that majority of learners in selected provinces of South
Africa attested that drugs and substances of abuse were easily obtained in their villages. This
made it difficult for school management to fight the drug abuse menace since there was little
support from the community where students lived. He noted that although counselling
sessions were used to curb the menace, guidance and counselling program had not been given
enough attention. Most teachers were not trained on counselling. The researcher
recommended that there should be well structured guidance and counselling program in each
school with empowered staff to provide support. He also recommended that affected learners
should be referred to appropriate institutions for rehabilitation. Methodologically, the study
by Takalani (2016) was quantitative while the current study adopted a mixed methods
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paradigm. This enabled the researcher to access data using various tools which included both
closed-ended and open-ended questionnaires, interview guides and document analysis guide.
The tools enhanced collection of both quantitative and qualitative data concurrently in which
case each had strengths that offset the weaknesses of the other.
Namayanja (2011) carried out a study in Uganda on Challenges faced in fighting
Drug Abuse among the Youth. The study was conducted in the slum areas of Kawempe
division, Kampala district capital of Uganda. The participants included 48 male and 14
female adolescents, whose ages ranged from 12 to 22 years. A qualitative, explorative
research design was employed. Data was gathered using semi-structured interviews,
questionnaires and observations. The researcher found that key challenges among others are
the negligence of parents over their children, yet no efforts have been made to address this
problem as a matter of urgency. As well, the victims of drug consumption among the youth in
Kawempe division showed signs of cultural influence. According to the researcher most
communities have a culture of brewing drugs in homes and this exposes youths to such drugs
at an early age. Namayanja noted this as a risk because as the young reach adolescence, drug
intake increases due to peer pressure. The study targeted out of school youths in Ugandan
slums while the current study targeted students in Kenyan secondary schools. The study by
Namayanja involved a smaller sample size of 68 participants. The current study used a larger
sample size which included not only students but also school administrators. Further, the
study by Namayanja was purely qualitative while the current study involved both qualitative
and quantitative approaches.
Kyalo (2010) conducted a study with an aim of establishing the perception of public
secondary school students on drugs and substance abuse and how their perception would
influence their behaviour towards drug abuse prevention in school. According to the
researcher, perception involves psychological process that permits students to realize
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meaning to information and then exhibit certain behaviour. Quantitative and qualitative
research paradigm was applied for the study. The researcher employed a survey research
design. 89 public secondary schools with a total population of 27,859 students were used in
the study. The scholar selected a sample size of 379 students. Purposive sampling was
employed to choose 10 schools while stratified random sampling technique was used to select
the sample size of the student. A representative sample of students was selected from form
two and three classes using simple random sampling. To gather information, the researcher
used questionnaire for the student respondents while an interview schedule was used for the
teacher counsellors. Reliability was tested using the Cronbach alpha method, and was
established at alpha 0.7. The data acquired was analysed using descriptive and inferential
statistics.
The researcher discovered that perception of the students on drugs and substance
abuse contributed significantly to their behaviour towards drugs and substance abuse thus
making it very difficult for the school authorities to control the drug abuse habit. According
to the researcher, the perception was moulded through their immediate environment which
includes the peers, parents, Media and neighbours. The study thus recommended that there is
a great need for the parents, school authorities and the government to address the issue of
drugs and substance abuse at all levels of child development. The current study sought to
bridge the gaps which included knowledge gap whereby Kyalo„s study focused on students
perception unlike the current study which aimed at establishing the general challenges the
administrators face while implementing drug abuse interventions in schools. Selection of
student representative included form fours in the modern study unlike the research by Kyalo
which did not include the group. The researcher believed that inclusion of form four students
would give more accurate and long lived information since they have been in school longer
enough to gain a deeper view of the drug abuse magnitudes
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A study was done by Mutero (2011) on effects of drug abuse on students‟ discipline
in public secondary schools in Mbeere south district, Kenya, with an aim of proposing a
program for prevention and intervention. The study adopted a descriptive survey design. The
target population consisted of all the public secondary schools in Mbeere South district. A
field survey method was employed to collect quantitative data, using questionnaires. The
findings revealed that the school administrators did not receive much support in the fight
against drug abuse, as was indicated by 14 (87.5%) of teachers. Further results indicated that
subject teachers did not make effort to discourage drug abuse among students. According to
the researcher, it meant that the effort put in place by teachers and parents to fight drug abuse
as inadequate in curbing the vice. The study revealed that both the school administrators and
teachers face a number of challenges in trying to curb cases of indiscipline as a result of drug
abuse in schools.
The researcher suggested that the government should provide enough teachers to
schools so that the teaching load could be minimized so as to provide guidance and
counselling teachers with sufficient time to counsel students on issues of drugs and
indiscipline. The study by Mutero (2011) was quantitative unlike the current study which
adopted mixed methods design. The mixed methods approach is a stronger design as it
allowed a deeper exploration of both qualitative and quantitative information. Further, unlike
the Mutero‟s study, the current study included private secondary schools in the target
population since they are also exposed to the dangers of drug abuse.
In an attempt to establish the Challenges that face the control of drugs and substance
use and abuse in prison institutions in Kenya, Omboto (2010) undertook a case study in
Kamiti Prison. The research study adopted both quantitative and qualitative research designs.
The target population included both the inmates and staff at Kamiti prison. Research
participants were selected through proportionate simple random sampling method. Primary
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data was gathered directly from the subject through interviews and questionnaires while
secondary data was collected through document analysis guide. The documents for analysis
comprised of the prison's records such as the Chief Officer's Journal and the searches records
book.
Raw data was analyzed and presented in tables, percentage and diagrams. The
researcher discovered that the problem of drugs and substances is present in the prisons with
cannabis sativa being the most commonly abused drug followed by psychotropic substances.
The study established that the biggest challenge in curbing drug and substance abuse was that
the largest means by which drugs and substances enter into prisons is through the prison staff.
The study participants disclosed that in order to control the habit, prison authorities rely
majorly on punishment of inmates caught with drugs and substances ignoring the root causes
of the drug problem. This according to the researcher made it almost impossible to curb the
drug and substance abuse in the prisons. Although the study by Omboto was related to the
current study by seeking to establish the challenges faced in the fight against drug abuse, it
was carried out in prisons which are of a different set up from secondary schools where the
focus of the current study was laid. The challenges faced in the fight against drug abuse in
prisons may not be similar to those found in secondary schools since the two have totally
different environments with prisons being more contained than schools which have some
freedom in comparison.
In Nandi, a research was conducted by Birech, Kabiru, Misaro and Kariuki (2013)
with an aim of investigating factors that have led to the increase of alcohol abuse among the
household heads and its contemporary Socio economic effects on family life in Kenya. The
researchers employed a survey design to conduct the study. Purposive and proportionate
stratified sampling techniques were adopted by the researchers to determine the sample size.
The target population for the study comprised of the heads of families. In female headed
65
households, the mothers were interviewed. Key participants in the study included: the chief;
assistant chief; a teacher; village elders, and a pastor who were purposively sampled. The
study also used five case histories which were purposively selected. This comprised families
who narrated the stories on how alcohol has adversely affected them. Data was gathered
using various tools which included, semi-structured interview guides, a questionnaire and
direct observations.
Findings from the study showed that harsh economic conditions have played a key
role in the rise of alcohol and drug abuse; socio-cultural changes were reported to have made
major contributions whereby religious and traditional rules that used to guard the misuse of
alcohol have broken down. It was discovered that marriage stability and emotional wellbeing
of the children have been adversely affected. The study recommended that; alternative
sources of income should be introduced in order to curb the problem; counselling and
rehabilitation centres should be established in the district, and that awareness should be
created on the impact of alcohol abuse on the family. The study was different from the
current research in such a way that the target population was heads of families in Nandi,
while the current study‟s target population was the administrators of secondary schools in
Kajiado.
A study by Nyagah (2014) aimed to investigate on the effects of drug and substance
abuse on students‟ discipline in public day secondary schools in Nakuru County. The study
was quantitative in nature. The researcher engaged a descriptive survey design. All the 18
public day secondary schools were included in the study with a target population of 18
guidance and counselling teachers, 10,571 students. Selection of the respondents was done
using Stratified random sampling and simple random sampling methods. The researcher had
a sample size of 380 respondents consisting of 9 guidance and counselling teachers and 371
students. Questionnaires were used as the data collection tool. Analysis of data was done
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quantitatively.to establish the influence of students‟ perceptions on the effects of drug and
substance abuse on students‟ discipline in public day secondary schools in Nakuru. The study
found that, students with parents who use drugs and other substances also copy the habit and
use drugs too thus making very difficult for the school administrators to address the drug
problem.
The researcher suggested that the government should put in place measures of
limiting easy access to drugs and substances. It was also recommended that affirmative policy
formulation be a consideration by school administrators so as to encourage use of student
friendly disciplinary measures such as guidance and counselling by professional teacher
counsellors. The study by Nyagah aimed at investigating the perception students had over the
effects of drugs while the current study fills a knowledge gap by establishing the
administrative interventions in curbing the level of drug abuse. The modern study also
adopted various data collection tolls which included interview guides, questionnaires and
document analysis guides that allowed the researcher to get deeper exploration of the study,
unlike the study by Nyagah which used only one data collection tool.
Maundu (2013) studied on Management Challenges Occasioned by Drug Abuse in
Secondary Schools in Mbeere North District, Embu County in Kenya. The study adopted
descriptive survey design. A sample size of 378 respondents was selected, targeting ten
students in each form, deputy principals and guidance and counselling teachers. Maundu used
questionnaires to collect data. The study found that majority of students reported that drug
prevention programme has been put in place in the schools. Respondents also reported that
students were exposed to drug prevention programmes. The study also revealed that not all
guidance and counselling teachers were trained to effectively deal with the drug abuse
problem in schools. The researcher revealed that although the Ministry of Education has
assimilated drug abuse in some subject, it has not deliberated on developing a curriculum on
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effects of drug abuse. According to the researcher, this would ensure that all students are well
educated about dangers of drug abuse in order to make informed choices. It was
recommended that secondary schools should have qualified guidance and counselling
teachers who would help students struggling with drugs.
Equally, the researcher suggested that emphasis should be put on guidance and
counselling to regulate indiscipline among the students. Maundu went further to suggest
students found to be drug abusers should not be expelled from schools rather they should and
be helped through guidance and counselling and be accepted in the community.. The study
was done in the Eastern part of the country while the current study was conducted in the rift
valley region of Kenya which is of a different setup. Unlike Maundu‟s study, the current
study made a deeper exploration of the drug abuse problem with the aid of more than one
research tools. These included not only questionnaires as was with Maundu‟s study but also
interview guides and data analysis. The tools gave the researcher more advantages as she was
be able to concurrently collect both quantitative and qualitative data.
A study by Ongwae (2016) on causes and effects of drug and substance abuse among
students in selected secondary schools in Starehe Sub County, aimed at finding out what
makes students abuse drugs and the effects that arise out of this practice. The researcher
adopted a descriptive survey design. The study used a target population of 6 secondary
schools. The sample size consisted of two hundred and sixty eight students, six guidance and
counselling teachers and six principals. To select that sample, Simple random sampling
technique was used. Data was collected using questionnaires. The researcher analyzed data
using Statistical Package for Social Sciences (SPSS) software programme and presented the
findings using both qualitative and descriptive methods such as frequencies and percentages..
The findings revealed that schools did not have stringent measures to curb drug abuse in
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schools. He also noted that the drug abuse problem was left to the schools alone without the
support of parents.
Basing on the findings, the researcher recommended that all stakeholders need to be
involved in curriculum evaluation and reform so as to address drug abuse related issues. It
was also suggested that guidance and counselling sessions should be enhanced in changing
students‟ behaviour. The study by Ongwae (2016) aimed at finding out the effects of drug
abuse while the current study aimed at identifying the interventions used to curb the menace.
The study was conducted in Nairobi which is of an urban setup but the current study will be
conducted in Kajiado North with both urban and rural setup. Furthermore, the study adopted
only one design unlike the current study which adopted mixed methods design thus making it
possible for the researcher to get both qualitative and quantitative information.
Mbiyu and Ombui (2017) carried out a study on the influence of literacy levels on
drug and substance abuse among the youth as a challenge in fighting the menace in Kiambu
county, Kenya. In order to obtain information at one point in time, the researcher adopted a
cross sectional survey research design. Purposive sampling technique was employed to
choose the locations in which the study was to be carried out. Data was gathered through
observation whereby the researcher spent most of his time observing the youths engaging in
drug abuse in Ndeiya. Equally, the research used extensive literature written on Kabete
Constituency and other related areas to complement the data collected such as, journals,
articles from the website and books. The design adopted in the study was qualitative case
practicum research. The study revealed that drug and substance abuse among the youth are
influenced by literacy level thus making it difficult to address the menace to the out of school
youths. The researcher thus made Key recommendations which included that the effects of
drug and substance abuse be part of the syllabus from primary school to secondary schools as
well as to the higher institutions of learning. It was also suggested that the media should be
69
used to emphasize on the effects of drug abuse. Creation of employment for the youths and
training them on time management together with entrepreneurship by the Government was
also a recommendation.
The researcher believed that strengthening of various laws that regulate production
and consumption of drugs and substance of abuse would improve the situation created by the
drug menace. There was also a suggestion on sensitizing parents on being good role models
to the youth. This scholarly work was different for the current study in terms of knowledge,
whereby the researchers only focused on the influence of literacy level on drug and substance
abuse among the youth, yet the modern study went further to establish the mitigation
strategies put in place to curb the problem thus bridging the knowledge gap. Moreover, the
study by Mbiyu and Ombui targeted the youths in general whereas the current study
specifically focused on the school going youths. Both qualitative and quantitative research
methods were adopted in the current study thus producing a wide range of data unlike the use
of only one design as in the case of the former study where only qualitative approach was
applied.
2.4 Summary and Knowledge Gap
The literature review displays the fact that the problem of drug and substance abuse
has attracted the attention of quite a number of scholars not only in Kenya but worldwide.
The reviewed studies focused on drug and substance abuse as a historical problem. Report
shows that Secondary school students are the most prone age group to experiment with drugs
and later face the dangers of drug abuse habit in Kenya. As the literature indicated, there are
many studies conducted by different researchers. Methodologically, majority of the empirical
studies were conducted with adoption of a single research paradigm while the current study
employed both the quantitative and the qualitative approaches in a mixed methods research
design. Use of both approaches is considered essential especially for investigating such social
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problems as drug abuse. This is because the researcher is able to understand the magnitude of
the problem through the quantitative approach as well as the opinions, attitudes and meaning
people attach to the menace by the use of qualitative approach. Moreover, most of the
researches have been conducted in public schools and very few included the private schools
whereas the current study involved both Private and Public secondary schools.
The studies discussed the interventions employed to curb the drug menace in various
parts of the world and found out that guidance and counselling was commonly employed
although majority of the guidance and counselling teachers were not trained counsellors. The
current study sought to analyse the use of other strategies. On the extent of effectiveness of
various interventions studies showed that integration of various approaches works better in
curbing the menace. However, these studies did not analyse effectiveness of each of the
available strategies as the current study did. Lack of involvement of all stakeholders was
found to be the greatest challenge faced in the fight against drug abuse in most secondary
schools, while the current study specifically found lack of parental involvement as the
greatest challenge.
From the various studies reviewed researchers recommend that there should be
detailed researches on drug prevention or intervention programs in Secondary schools in
Kenya, which is the area of interest for the current study. Further, the studies on drug
prevention strategies and interventions prove that there is a wide gap in fighting the drug
menace in secondary schools. Studies agree that school leaders have challenges in curbing
drug abuse and that there are no clear guidelines and policies for controlling the problem. As
well, various researchers learnt that the strategies used to curb the menace were not as
effective enough to curb the drug abuse menace.
In their recommendations, most of the researchers are in agreement that there is a
need for a study to evaluate how drug abuse prevention measures can be improved, as well as
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how ineffective ones can be weeded out. These gaps were identified and addressed by the
current study. Furthermore, of the studies reviewed only a few were undertaken in a
cosmopolitan area as the current study did, whereby it involved schools from a rural
pastoralist community and those in the urban setup. The current study therefore sought to
address the gaps by exploring the interventions in secondary schools in Kajiado North sub-
county, placing focus on the strategies used in various secondary schools to curb the drug
menace. Equally, the research sought to measure effectiveness of the strategies used and find
out the actual challenges hindering the fight against drug abuse in secondary schools, while
seeking suggestions on modifications in order to come up with solid intervention programs.
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CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter presents the research design and methodology that were employed in the
study on administrative interventions in curbing the level of drug abuse in secondary schools
in Kajiado North sub-county. The chapter describes the research design, the target
population, sample and sampling procedures, the research instruments, their validity and
reliability, data collection procedures, data analysis procedures and ethical considerations.
3.2 Research Design
According to Ogula (2005), research design is the procedure used by the researcher to
collect sample, administer the instrument and analyse the data. Schumache and Mcmillan
(2001) assert that research design refers to a plan for selecting subject, research sites and data
collection procedures, so as to answer question(s). The current study employed a mixed
methods design. Creswell (2014) described mixed methods design as that which involves
combining or integration of qualitative and quantitative research and data in a research study.
Specifically, the researcher adopted a Convergent Parallel mixed Methods Design. According
to Creswell (2014), the approach involves collection of both qualitative and quantitative data,
analysing them separately and then comparing the results to see if the findings confirms or
disconfirm each other. The key assumption of the design is that both qualitative and
quantitative data provide different types of information often detailed views of participants
qualitatively and scores on instruments quantitatively and together yield results that should be
the same.
The study adopted a descriptive survey research design for quantitative data and
phenomenology design for qualitative data. The data was collected concurrently. Survey
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studies are designed to review characteristics of a large population or group using a sample
that is representative (Kerlinger, 1998). Survey design used a sample to enable the research
results to be generalized to the target population of the study. The researcher applied a cross-
sectional survey in order to get information as at the given time.
On the other hand, the study employed phenomenology to elicit qualitative
information from the participants. Phenomenology, according to Creswell (2014) is a design
of inquiry in which the researcher describes the lived experiences of individuals about a
phenomenon as described by participants. The description culminates in the essence of the
experiences for several individuals who have all experienced the phenomenon. The
distinctive characteristic of phenomenology is the emphasis on participants‟ experiences and
interpretations. The present study, sought to understand the experiences of principals, deputy
principals, PTA chairpersons and guidance and counselling teachers in their fight against
drug abuse in secondary schools. In the study, Phenomenology procedure involved:
Identification of a topic of personal and social significance, selecting appropriate participants,
interviewing the participants and analysing the interview data.
3.3 Target Population
A target population is the entire group of individuals, objects or things which share
common attributes (Mugenda, 2012). They are all the members under study which the
researcher would like to generalize the results of study from. The target population for the
current study comprised of all Principals, Deputy Principals, Guidance and Counseling
Teachers, Chairpersons of PTA and Students of both private and public secondary schools in
Kajiado North sub-county.
3.4 Sample and Sampling Procedures
According to Mugenda and Mugenda (2012), a sample is a group of individuals,
objects, items or cases already selected from the accessible population. Sampling is any
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process of selecting a group of units, items or subjects from the population to be included in
the study to represent the total population. In this study, the researcher employed both
probability and non-probability sampling techniques. These included; stratified technique,
simple random, automatic inclusion and purposive sampling techniques as shown in table 2.
Kombo and Tromp (2006), state that the larger the sample the more generalizable the
results of the study are likely to be. According to Mugenda and Mugenda, (2003), a sample
size of 10% accessible population is enough for descriptive study, while Ogula (2005) felt
that a minimum sample of 30% for a descriptive study is necessary. In view of this, the
researcher chose a sample size of 21% to represent the whole population and to generalize the
findings. The sample of the current study consisted of 392 (21%) participants from the target
population. The sample comprised of all the eight Principals of the secondary schools
sampled, eight Deputy Principals, eight Guidance and counseling Teachers, eight chair
persons of PTA and three hundred and sixty Students, as shown in table 3. The researcher
considered that the sample of three hundred and ninety two (392) out of the entire population
of one thousand, eight hundred and sixty (1860) respondents is representative as to lead to a
more generalised result of the study.
3.4.1 Sampling of Schools
The study covered the entire Kajiado North sub-county which consist of two
educational zones namely Ngong and Rongai zones. The area was purposively selected out of
the six sub counties in Kajiado county. Purposive sampling mainly focuses on specific
characteristics of a population that are of interest, which will best enable the researcher to
answer research questions. In view of this, the researcher considered that Kajiado North sub-
county is more diverse in terms of social and economic setup, because it includes both rural
and urban settlement with a multi-ethnic population and a mix of people at different
economic classes. Stratified random sampling technique was used to select eight Secondary
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schools in the zone. The strata were based on the school type and school category. The
stratified sampling was used to ensure that all characteristics of the population are captured in
the sample. Stratification was done on the 20 schools so as to get the two types of schools
which totalled to 4 private schools and 4 public schools. The researcher further stratified the
schools from each of the two groups into various categories of mixed day, mixed boarding
schools, single gender (boys boarding) and single gender (girls boarding). From the different
categories, the researcher randomly selected four schools from mixed day, two from mixed
boarding, one boys‟ boarding and one girls‟ boarding school, as shown in Table 2.
Table 2
Sampling matrix of schools in Kajiado North
School Category Private schools Public schools TOTAL SAMPLE
Mixed day 2 2 4
Girls boarding 1 0 1
Boys boarding 0 1 1
Mixed boarding 1 1 2
Total 4 4 8
Source: SCDE Ngong, 2018
3.4.2 Sampling of Respondents
3.4.2.1 School Administrators
All eight Principals and eight Deputy Principals PTA chair persons were
automatically included for the study. Principals were considered because they are the school
managers who organize, plan, direct and supervise various programs in the schools. Deputies
play a great role in discipline matters hence both could be more conversant with the
interventions used in curbing drug abuse in the secondary schools and their effectiveness.
3.4.2.2 PTA and Guidance and Counseling Teachers
Eight guidance and counselling teachers and eight chairpersons of PTA were
purposively selected from the eight sampled schools for the study. The researcher supposes
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that guidance and counselling teachers possess more knowledge on drug abuse as compared
to the rest of the teachers. The reason for their inclusion thus was because they deal directly
with the students who are vulnerable to the drug abuse habit hence they were in a position to
give more accurate and reliable information. According to Okumbe (2001) Parents- Teachers
Association (PTA) is an important organization in secondary schools, a PTA committee
consists of a total of twelve members; (i.e., nine parents and three teachers, all elected). Their
roles include; furthering educational welfare of the students, ensuring maintenance of proper
discipline among students and staff, as well as furthering teachers‟ knowledge of students‟
and their home environment. The researcher thus believed that the PTA chairpersons, as
representatives of parents were in a good position to give an account of the interventions used
in schools to curb drug abuse, their effectiveness, challenges faced by the administrators in
the effort as well as suggestions on what would work better.
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3.4.2.3 Students
The researcher purposively selected forms two, three and four students for the study.
Simple random sampling technique was then used to get students from the selected classes.
The researcher did so by writing the names of all students as per the class registers on small
pieces of papers. The papers were put in a box and shuffled. The researcher then randomly
picked fifteen (15) names from each box. The total number of students from each selected
school was therefore forty five (45), totalling to a sample of three hundred and sixty (360)
students required for the study as shown in Table 3.
Table 3
Sampling frame
Category of
respondents
Principals Deputy
principals
Students PTA
chairperson
Guidance
and
Counselling
Target
population
20 20 1860 20 20
Sampling
techniques
Automatic
inclusion
Automatic
inclusion
Simple
random
Purposive Purposive
Actual sample
size
8 8 360 8 8
(%) 40 40 20 40 40
3.5 Locale of the Study
The study was conducted in secondary schools in Kajiado North Sub County. Kajiado
North sub-county is in the County of Kajiado which has a population of 687,312 people and
an area of 21,292.7 km². Kajiado North is located South West of Nairobi in Southern Kenya.
It has a diverse background which comprises both urban and rural set-ups as well as a rich
ethnic and cultural diversity composition. The Maasai are the dominant community in the
area.
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3.6 Description of Research Instruments
The researcher used in-depth interview guides, document analysis guide and
questionnaires to collect data. The researcher used these types of instruments for purposes of
triangulation and converging of qualitative and quantitative data. The instruments were
developed on the basis of the study questions and the conceptual framework.
3.6.1 Interview Guide
An In-Depth interview guide is a useful qualitative instrument. It prompts a vivid
picture of the participant‟s perspective of a given phenomenon, and gives a human face to a
social problem. The researcher therefore used in-depth interview guides with semi-structured
questions as they give provision for probing questions. According to Neuman (2013), a probe
is an impartial request seeking clarification on an ambiguous answer or statement; a probe
helps to complete answers or obtain a relevant response to what is being investigated. The
interview guide was used to collect information from the principals and their deputies. With
their permission, voice recording was done in order to allow the researcher to capture and
refer to every detail during analysis. The interviews sought detailed information about the
strategies used to curb drug abuse, the extent to which they are effective, the challenges
encountered in implementing the strategies in the fight against the drug menace as well as
suggestions on modifications needed within the interventions to establish an effective
programme against drug abuse in secondary schools.
3.6.2 Questionnaires
A questionnaire is a device consisting of a series of questions that cover all the
information that the researcher is interested in obtaining from the subjects. It has the ability to
collect a large amount of information within limited time (Mugenda & Mugenda, 2012). In
this study, Questionnaires were used because the tool can gather data over a large sample of
respondents. As well, Questionnaires ensure confidentiality and according to Ogula (2000)
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they are easy to use and allow wide coverage for minimum expense in money and effort.
Questionnaires were administered to the secondary school students, PTA chair persons as
well as Guidance and Counseling teachers. They were organized in five different sections; A,
B, C, D and E. The questionnaires consisted of both open and closed ended items. Open
ended items were used because they allow the respondents the freedom to respond to the
items in their own words. This reveals hidden information, background, hidden motivation,
interests, decisions and feelings that cannot be captured in closed-ended items (Neuman,
2013).
3.6.3 Document Analysis Guide
Babbie (2010) describes document analysis as the study of recorded human
communications such as books, websites, laws and paintings. Document analysis guide is a
tool that directs the researcher to collect data involving analysis of content from written
documents in order to make certain deductions based on the study parameters. The researcher
used the tool because of its advantage; that the method facilitates collection of large amount
of reliable information without necessarily questioning many people.
The document analysis guide contained questions that enabled the researcher to obtain
information on drug related issues in the school records from year 2013-2017. The aim was to
gain insight into the extent of drug problems in the schools, analyse the interventions
employed to curb them and measure the level of their effectiveness. Documents that were
analyzed included: disciplinary records kept by Deputy Principals, school document policy
against drug abuse, discipline letters to students and performance records for the years 2013-
2017. The information was used to supplement data gained through interview guides and
questionnaires.
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3.7 Validity, Pilot testing and Reliability of Instruments
3.7.1 Validity
Wellington (2008) defines validity as the degree to which a method, test or research
tool actually measures what it is supposed to measure. In this study, the researcher
established content validity of the instruments. Content validity refers to the form of validity
that ensures the elements of the main issue to be covered in a research are both a fair
representation of the wider issue under investigation and that the elements chosen for the
research sample are addressed in depth and breadth (Cohen et al., 2008). This was enhanced
through regular consultation with the supervisors who are the experts in research. The
researcher then distributed the research tools to the Supervisors and experts of administration
at the faculty of Education in CUEA. They scrutinized each question in the questionnaires
and interview guides against the topic of the study and the research questions to establish
their aptness. This enabled them to give comments, make corrections, remove or add
necessary content as well as clearing ambiguity. Also to enhance validity, piloting was
carried out to help the researcher in identifying items in the research instruments that are
ambiguous in producing relevant information. Modification of the instrument was then made
where it was found necessary.
3.7.2 Pilot Testing
Mugenda and Mugenda (2012) define pilot study as a pre-test done prior to the main
study to determine the accuracy of the research instrument in obtaining the required data.
Thus, before commencing on the study, a pre-testing of the questionnaires was done. The aim
of pre-testing was to assist in determining correctness, clearness and suitability of the
research instruments as well as checking their validity and reliability. This helped the
researcher to determine whether the proposed procedures in the collection of data are
appropriate including the time taken to complete each tool, and the study environment. The
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pilot study was conducted in two secondary schools one public and one private, from the sub-
county. The pilot testing enabled the researcher to identify and correct shortfalls in the
instruments such as ambiguity, unclear directions, clustered questions, insufficient space
numbering and spelling mistakes.
3.7.3 Reliability of Quantitative Instruments
Reliability is a measure of the degree to which a research instrument yields
consistence results or data after repeated trials (Mugenda & Mugenda, 2013). The split half
method was used to establish the co-efficiency of internal consistency of the questionnaire.
Gall et al (2007) observed that this method has the advantage of controlling the fatigue and
practice effects that arise in other reliability methods. The researcher categorized all the
responses and assigned value to them depending on the relevancy of the response given. The
questions were then divided into two equal halves taking the odd numbered items against the
even numbered items. The researcher grouped all the odd numbered items together and all the
even numbered items together. The scores were then correlated from the two groups of items
for all using SPSS version 23 to get the reliability coefficient. The two sets of scores were
computed using Pearson‟s Correlation coefficient of analysis. Best and Khan (2000), argued
that a correlation coefficient of 0.6 and above suggests that the instruments are substantially
reliable for the study. This was calculated using number of cases denoted as (N), number of
items (n) and Alpha (r). The calculated correlation coefficient yielded 0.840 reliability
coefficient which was considered satisfactory. This is so because according to (Mugenda &
Mugenda, 2004) a correlation of above 0.6 is enough to judge the reliability of an instrument.
3.7.4 Credibility and Dependability of Qualitative Instruments
Credibility is confidence in the truth of the findings (Mugenda & Mugenda, 2012). It
is demonstrated when participants recognize the reported research findings as their own
experiences (Streubert & Carpenter, 2003). To ensure credibility the researcher persistently
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observed and also kept accurate and detailed field notes to note the variations in responses.
According to Holloway (2005) Consistency in findings is related to dependability. This
means that if the study was repeated in a similar context with the same participants, the
findings would be constant. In qualitative research, the instruments that were assessed for
consistency were the researcher and the participants. Therefore, to ensure dependability, the
researcher showed field notes to a second outside researcher. This is because another
researcher is often much quicker to see where or how a fieldworker is getting misinformed.
Additionally, based on Creswell (2014), the researcher compared the results obtained with
other available evidence. The researcher as well triangulated the different data sources of
information by examining evidence from the sources and used it to build a coherent
justification for the research themes.
3.8 Description of Data Collection Procedures
The researcher sought research permit from the Catholic University of Eastern Africa
and from National Commission for Science, Technology and Innovation (NACOSTI).
Further permission was sought from Kajiado County Education Officer and from the Director
of Education Kajiado North Sub-County. The researcher visited all the sampled schools prior
to the study. The purpose of the pre-visit was to familiarise with the study area, to describe to
the school administrators the purpose and the nature of the study, to build report with the
respondents as well as booking appointment for the actual study.
During the study, the researcher personally collected data by going to the selected
secondary schools. The questionnaires were administered to the respondents by the
researcher. These were filled in the presence of the researcher whereby guidelines were given
as well clarifying areas whenever need arose. All the questionnaires were collected as soon as
they were filled. The researcher also conducted face to face interviews with the school
principals and their deputies. Further, in-depth interviews were conducted with the school
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principals and the deputy principals guided by the semi structured questions in the interview
guides. These enabled the researcher to probe further whenever a need arose. During the
interviews, with permission from the respondents, the researcher voice recorded the
responses which were referred to later during data analysis and interpretation.
Documents for analysis were requested from the principals and deputy principals.
They included: disciplinary record, school document policy against drug abuse, official
discipline letters to students, performance records and official records in the principal‟s office
relating to drug abuse and academic performance records. With the help of the school
administrators, deductions were made from the documents which included disciplinary
records with discipline letters to students relating to drug abuse, school document policy
against drug abuse and academic performance records for the years 2013-2017. This enabled
the researcher to gain insight into the drug abuse trend in schools, interventions employed
their effectiveness. This information supplemented data gained through interview guides and
questionnaires.
3.9 Description of Data Analysis Procedures
Raw data from closed-ended questions collected from the field was systematically
organized and analyzed using descriptive analysis to facilitate the analysis process which was
done using SPSS computer software version 23. Descriptive statistics which included
frequencies, tables and percentages were used to summarize the quantitative data which was
presented using tables, graphs and charts. Qualitative data from open-ended questions in the
questionnaires and the interview guides was organized according to themes, analyzed and
used to describe the major findings. The findings were interpreted and discussed in relation to
the research questions. The researcher made conclusions and recommendations based on the
findings.
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3.10 Ethical Considerations
According to Kombo and Tromp (2006) the researcher is required to give attention to
ethical issues of the research. Ethical issues have been defined as moral principles and values
that guide researchers when conducting studies, especially with human subjects. In the
research process, ethics focus on the application of ethical standards in planning of the study,
data collection and analyses, dissemination and use of the results. The standards must include
the right to life, the right to protection from pain and injury and the right to privacy,
anonymity, confidentiality and informed consent (Mugenda & Mugenda, 2012). In order to
ensure the respondents do not come to any harm, the following ethical considerations were
undertaken: Approval from the University, permit from the National Commission for Science
Technology and Innovation (NACOSTI) were sought. A copy of the NACOSTI permit was
taken to the County Education office in Kajiado and another to the Sub-County Director of
education (SCDE) in Kajiado North for further authorization to carry out the study in the
specified area of their jurisdiction. Right to privacy and confidentiality or freedom of the
individual to pick and choose for themselves the time and circumstances under which to
participate in the research was guaranteed. It is the researcher‟s ethical obligation to keep the
respondents identity private (Neuman, 2013). The researcher therefore warranted anonymity
by advising participants not to indicate their names on the questionnaires. All the participants
involved in the study were informed of the content of the study tool verbally by the
researcher and in written form. A consent form was provided by the researcher whereby each
participant was requested to sign after reading before undertaking in the study. Plagiarism
was avoided through paraphrasing, citing, and quoting other researchers‟ statements as well
as running the entire work through anti-plagiarism software.
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CHAPTER FOUR
PRESENTATION, DISCUSSION AND INTERPRETATION OF THE STUDY
FINDINGS
4.1 Introduction
The study was conducted in Kajiado North Sub-county in Kajiado County- Kenya
with the aim of establishing the administrative interventions used in curbing drug abuse in
secondary schools. The methodology analysis used in this study is the descriptive statistics.
The analysis is drawn from the primary data obtained through the administration of
questionnaires to students, guidance and counseling teachers and PTA chairpersons,
document analysis as well as interviews administered to the principals and deputy principals.
The closed- ended questions in the questionnaires were coded and the descriptive parameter
used in statistic was the determination of frequencies. The open- ended questions provided
for presentation of respondents‟ personal opinions which was also analyzed and described.
Tabulations of the analyzed data and outcome were also conducted to provide a visual
overview of the results. The data gathered was verified, organized and coded based on the
study themes. Both the quantitative and the qualitative data were harmonized and analyzed
through the Statistical Package of Social Science (SPSS) software. This made it possible to
present the data in percentages, frequencies, charts and figures as presented in this chapter.
The structure of the chapter entails: The presentation of the demographic data,
presentation of the contextual data and the interpretation of the results for each research
question.
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4.2 Response Rates of Various Categories of Respondents
This study sought information from students, PTA and Guidance and counselling
teachers, the principals and the deputy principals of 8 secondary schools in Kajiado North
sub-county. The respondents‟ distribution is shown in Table 4.
Table 4
Response Rate of participants
Respondents Frequency %
Students 360 100
Guidance and counseling teachers 5 75
PTA Chairpersons 7 87.5
Principals 8 100
Deputy Principals 8 100
Total 388 92
Questionnaires were administered in the eight secondary schools to 360 students who
responded efficiently, 5 guidance and counseling teachers and 7 PTA chairpersons. Further,
all the eight principal and deputy principals of the schools were available and responded to
the interview questions. The turn up of the respondents in relation to the proposed number
was high with a cumulative proportion of 92%. The missing 8% was due to the 3 guidance
and counseling teachers and 1 PTA chairperson‟s questionnaires that were not returned as of
the time the study was halted. This led to the reduction of actual sample by 25% and 12.5%
respectively from the proposed sample. The high rate of response (92%) is attributed to the
administrations‟ cooperation and follow- up. According to Mugenda & Mugenda (2003) a
response rate of 50% is acceptable for analysis and reporting, whereas the response rate of
60% is good, and 70% and above response rate is very good.
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4.3 Demographic Information
The demographic information sought and outlined in this study included the
respondent‟s age, gender, class, level of professional training and experience. Respondents in
this case included the students, the guidance and counseling teachers, PTA chairpersons,
principals and deputy principals. This information was critical since it helped the researcher
understand the nature and dynamics of respondents studied. The other data included in the
demographic information section was the type of school (whether private or public), and the
category of the school (Mixed day, girl boarding, mixed boarding or boys boarding). This
information was critical since it helped the researcher to assess the level of drug abuse and
interventions used by administration by the nature of the environment.
4.3.1 Gender Distribution
Data obtained from the field regarding the sex of respondents were analyzed and presented.
Table 5
Distribution of Respondents by Gender
Students G & C PTA Principals and Deputy
Principals
f % f % f % f %
Male 184 51 0 0 4 57 10 62
Female 176 49 5 100 3 43 6 38
Total 360 100 5 63 7 88 16 100
As shown in Table 5, the ratio of male to female students‟ respondents is 51:49. This
indicates that the share of male and female in the secondary schools in Kajiado North Sub-
county region is almost equal. The small margin thus implies that there is a gender balance in
secondary schools in Kajiado North sub-county. Out of the 5 guidance and counseling
teachers that responded, the percentage proportion of the female was 100% indicating that
there is no male guidance and counseling teachers identified in the region. This could mean
that the society holds a perception that guidance and counseling is a career that only women
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can do better. PTA chairpersons had a 57 % of male respondents and 43% of female
respondents. The small margin on the gender means that both female and male parents are
considered when selecting leaders in the PTA regardless of gender.
From the administrative point of view which represents Principals and Deputy
Principals, the population of female is 24% lower than that of the male counterparts, hence
representing one-third of the administrative management. The statistics indicate that the
challenge of gender stereotyping among the school board members, education administrators
and the society at large in relations to school leadership is evident. The society has
conventionally perceived women to be incapable of balancing career and home demands and
be effective in the two areas. Principals are expected to work long hours and hence home
duties may hinder the effective delivery of administration duties as according to Goeller
(1995). Glass (2000) also shared the same sentiment claiming that the role of motherhood
hinders female teachers from pursuing their positions as principals. There is also another
belief that women cannot discipline adolescent students effectively and especially male
students. According to Hatton (1996), this is a belief that is rooted deep in the community,
among the parents and education leaders, as the male principals are believed to be the only
appropriate choice when it comes to breaking fights and take stun measure that relate to
disciplining students.
Other studies such as McGrath (1992) state that some educators prefer male to female
principals. McGrath (1992) citing Folmar‟s (1989) points out that such preference is based on
envy, perception and experience. The study further suggests that the school board members
consider female leaders to be less effective when it comes to making disciplinary related
decisions. Such consideration has made it possible for more male teachers to take nearly
twice the number of leadership position (Bredeson, 1991). However researchers such as Hoff,
Menard & Tuell, (2006) do not support this opinion. According to them, the stereotypical
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perception about women is wrong as it was found that they are better fit when it comes to
school management and administration as they have a better perception of students‟
psychology. In support of Hoff et al, the current researcher believes that women are equally
strong as men are in holding administrative positions and much more in handling drug abuse
related cases. This is because the researcher has witnessed many successful institutions that
are headed by women.
4.3.2 Students Age Bracket
The age of the students was also an important factor in assessing the affinity of drug
use. The data obtained in relations to age was classified in four bands as seen in table 6.
Table 6
Students’ age bracket distribution
Age bracket Frequency %
13- 15 40 11
16- 18 268 74
19- 21 45 13
Above 21 7 2
The researcher found out that majority of the students representing 74% of the study
population fall within the ages 16 to 18 bracket. This age bracket is commonly referred to as
“the peak of adolescence.” At this age, studies show that students go through various
psychological, emotional and physical changes which if not handled carefully, the students
are prone to indulgences that are considered unethical in the society or deviant (Maithya,
Muola, & Mwinzi, 2007). At this age, the school administration with the support of peers and
families ought to be watchful. It is also a stage where students tend to explore the facts of life
and hence drug use is a common avenue.
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There was the minority age bracket in the study that represented 2% of the entire
population of 360 students. The 2% represented the 7 students that had ages above 21 years.
The 2% can be attributed to the free day secondary school as well as the support from the
adult education and continuous learning. The other age bracket included 13 - 15 years that
represented 11% of the entire population and 19- 21 that represented 13% of the population.
The finding indicates that majority of the students in the study were at the peak of adolescent,
the age bracket within which the study was confined. It also means that the aspect of free day
secondary schools with subsidized school fees in the boarding secondary schools by the
government has attracted students regardless of their ages. The researcher found out that
majority of the students had spent 2 years in their respective schools which represented
37.2% of the population. 31.4% had spent 3 years.
Those who had spent at least 2 or more than two years in school accounted for a
cumulative percentage of 68.6%. In that case, it is clear that at least over 50% of the
population had a clear picture of the history of the school in relations to drug abuse and how
the school administration has been tackling the situation. 28.1% reported to have spent at
least one year in the school while 3.3% of the student population had spent less than one year
in the schools. This implies that there were new students in the schools where students
reported to have been only less than one year old. The researcher believes that students that
have spent longer in school have a better understanding of the school rules and regulations
compared to those that have spent less time in school. This means that the information
gathered provided reliable and a more realistic overview of the schools studied since majority
of the respondents claimed to have spent at least more than one year.
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4.3.3 Number of years as a student in the school
The number of years that students have been in school is an important factor in
assessing the awareness of the students on the case of drug abuse in school and the
interventions employed for mitigation.
Table 7
Distribution of the number of years spent in school by students
Number of Years Frequency %
Less than 1 year 12 3.3
1 year 101 28.1
2 years 134 37.2
3 Years 113 31.4
The researcher found out that majority of the students had spent 2 years in their
respective schools which represented 37.2% of the population. 31.4% had spent 3 years.
Those that had spent at least 2 or more than two years in school accounted for a cumulative
percentage of 68.6%. In that case, it is clear that at least over 50% of the population had a
clear picture of the history of the school in relations to drug abuse and how the school
administration has been tackling the situation. 28.1% reported to have spent at least one year
in the school while 3.3% of the student population had spent less than one year in the schools.
This implies that there were new students in the schools where students reported to have been
only less than one year old. The researcher believes that students that have spent longer in
school have a better understanding of the school rules and regulations compared to those that
have spent less time in school. This means that the information gathered provided reliable
and a more realistic overview of the schools studied since majority of the respondents
claimed to have spent at least more than one year.
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4.3.4 Guidance and Counseling teachers’ Level of Training
The researcher wanted to identify the level of training of the Guidance and
Counseling teachers.
Table 8
Response of Guidance and Counselling teachers on the level of training
Training level Frequency %
Primary 0 0
Form 4 0 0
Form 6 0 0
Diploma 2 40
Graduate 3 60
Based on the findings, 60% of the teachers of the guidance and counseling
departments have attained graduate degrees in training. 40% of the departments‟ heads have
at least attained diploma certificate. According to the findings, it was clear that they
possessed the right knowledge and skills to manage the guidance and counseling
departments. This contradicts the study by Maundu (2013) which revealed that most guidance
and counselling teachers were not trained counsellors. It means that between then and the
current study the government had taken steps in implementing suggestions from various
studies such as (NACADA, 2010) to equip most secondary schools with trained counsellors.
This is an indication that there is a realization that in order to fulfil their roles professionally,
guidance and counselling teachers need to be competent in their responsibilities towards
handling students.
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4.3.5 Level of experience of the Guidance and Counseling Teachers
The study sought to establish the level of experience of the Guidance and Counseling
heads in the department.
Table 9
Guidance and counseling teachers’ experience in years
Number of years Frequency %
0- 5 1 20
6- 10 1 20
11- 15 2 40
16- 20 1 20
Over 20 0 0
According to table 9, the level of experience by number of years served in the
guidance and counseling department depict a regular distribution. In this case, at least 80% of
the population has an experience of counseling of 6 years and above. Guidance and
counseling is a sensitive department whose effectiveness depends on high level of expertise
and experience. The guidance and counseling practitioners are expected to be well equipped
and knowledgeable on how to establish rapport and manage people effectively, screen for
aggression to others as well as potential humiliation and mental health conditions, assist the
people seeking counseling to identify the impact of drug use on personal life and the effects
of continued drug use, determine the readiness for change and treatment as well as reviewing
the appropriate treatment options for one seeking counseling (U.S. Department of Health And
Human Services, 1998). For one to have such advanced qualifications and expertise, one has
to at least have a diploma level of education and at least more than five years of active
experience in relations to drug use counseling.
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4.3.6 Number of Years as PTA Members
Table 10
Number of Years as PTA Members
Number of Years Frequency %
1 year 1 14.3
2 years 2 28.5
3 years 3 42.8
Others 1 14.3
Table 10 disclosed that majority of the participants had served in the schools as the
chairpersons of the PTA for 3 years, ranked at 42.8% frequency. This was closely followed
by 28.5% of those who had served the institutions for about two years. There was a 14.3%
frequency of those who had served for only 1 year and another 14.3% for four years. This
implies that at the time of the study, the PTA chairpersons who participated in the research
had enough experience serving as the leaders of the association, meaning that they were in a
position to provide information accurately as required by the researcher. It also meant that the
secondary schools in the research area maintained the PTA leaders for quite a period of time
since they were experienced in leading the association. The researcher believes that
proficiency in tackling drug abuse in schools is depended on the number of years in service.
Meaning that more experienced PTA members have a better understanding of what strategies
work better in schools in relations to addressing drug abuse and those that do not.
4.3.7 Type and Category of schools
The general assumption of having the category of school in the analysis is that
students‟ behaviors are often affected by the category of school an individual attends and
therefor the researcher gets more diversified findings making it possible to generalize the
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study to the entire population under study. Table 11 shows results of the students and
guidance and counseling responses on the school type and category.
Table 11
Type and category of schools according to the students and guidance and counseling
respondents
According to table 11, it is clear that public and private schools as well as all the
school categories in Kajiado North Sub-County were represented in the study. These included
4 public and 4 private schools where, 2 were mixed day public schools (25% of the 8 schools
studied), 1 mixed boarding public school (12.5% of the 8 schools studied) and 1 boys
boarding public school (12.5% of the 8 schools studied), with a total of 180 student
respondents (50% of the sample) and 3 guidance and counseling teachers. The private schools
were represented by 2 mixed day schools (25%), 1 mixed boarding (12.5%) and 1 girls‟
boarding (12.5% of the 8 schools studied) with a total of 180 student respondents and 2
guidance and counseling teachers. According to the findings, it is evident that all the school
types and categories in Kajiado North Sub-County were well represented in the study. This
indicates that schools in Kajiado North are diversified enough to cater for gender balancing.
Students Responses Guidance and Counseling teachers
Responses
School
type
Public Private Public Private
category F % F % F % F %
Mixed
Day
90 25 90 25 1 12.5 1 12.5
Girls
Boarding
0 0 45 12.5 0 0 1 12.5
Boys
Boarding
45 12.5 0 0 1 12.5 0 0
Mixed
Boarding
45 12.5 45 12.5 1 12.5 0 0
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This is important as it provides students with an opportunity to join schools of their choice in
terms of category and type.
4.4 Strategies used in Curbing Drug abuse in secondary schools
In this section, the researcher sought to establish the type, nature and dynamics of
interventions that are being used to curb drug abuse in secondary schools in Kajiado North
Sub-County. Information was obtained from students, guidance and counseling teachers
through questionnaires and from the principals and deputy principals through interviews.
4.4.1 People Involved in Addressing Drug Abuse
Table 12 summarizes the responses of students on the people that are involved in
addressing drug abuse in secondary schools in Kajiado North Sub- County region.
Table 12
Distribution of Students’ Responses on People Involved in Addressing Drug Abuse
Persons Involved Frequency %
School Administration 139 31
Class Teacher 89 20
School Counselor 76 17
All Subject Teachers 92 21
PTA 17 4
Others/ Motivational Speakers 7 2
None 28 6
Based on table 12, it is evident that according to the students the school
administration takes the largest proportion of the people that are involved in addressing drug
abuse in secondary schools in Kajiado North Sub-County, leading by 31%. It is evident that
according to the students the school administrators, 31%, take the largest proportion of the
people that are involved in addressing drug abuse in secondary schools in Kajiado North Sub-
County as shown in Table 12. The school administrators who were Principals and the Deputy
Principals are accountable for the implementation of the drug abuse policy. Moreover, the
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administrators oversee the day to day running of the schools and handle disciplinary cases
involving affected students. This is in agreement with Ratlif (2014) who stated that school
Administrators should help design programs to keep schools safe and free of drugs and
alcohol.
The second highest share of the people that are involved in addressing drug abuse
according to the students‟ respondents is taken by all the subject teachers. In this case, subject
teachers refer to all the school academic staff. This is followed closely by the class teacher
who account for 20% of the responsibility of addressing drug abuse in the secondary schools.
The other people involved in the process included the school Counselors with 17%
responsibility level, PTA with 4%, Motivational speakers with 2%. This means that school
administrators have taken the lead in playing their role efficiently in dealing with discipline
issues in schools which include drug abuse.
However, there are a number of students accounting for 6% that believed that no one
has been responsible in addressing drug abuse in secondary schools in Kajiado North Sub-
County. This implies that the students have not encountered sessions where drug abuse issues
are being addressed. Nevertheless, the percentage could be traced back to the students who
had claimed to be in the schools for less than one term and hence they are not well versed
with the strategies used to curb the menace and the people involved.
4.4.2 Strategies used in schools to deal with student drug users
The study attempted to get feedback on the approaches used by school administrators
in addressing drug abuse in secondary schools in Kajiado North Sub- County. Administrators
were interviewed while the students, PTA and guidance and counseling teachers responded
through questionnaires. Table 13 shows students, PTA, and guidance and counseling
teachers‟ responses.
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Table 13
Responses of students, PTA and guidance and counselling teachers on Strategies used in
dealing with drug users
Strategies Students PTA G & C
Heads
Public Private
F % F % F % F %
Corporal punishment 80 44.4 0 0 0 0 1 20
Sent for parents 29 16.1 8 4.4 2 29 2 40
Working around the school
compound
135 75 13 24.5 1 14.2 1 20
Expelled from school 11 6.1 120 66.6 4 25 4 26.7
Referred to guidance & counseling 112 62.2 21 39.6 7 43.8 5 33.3
Nothing is done 9 2 0 0 0 0 0 0
Note sure 3 0.7 0 0 0 0 0 0
According to table 13, strategies used in schools in addressing drug use differ with the
type of school. Among the public schools, the most commonly used strategy is working
around the school compound as a punitive measure followed by being referred to the
guidance and counseling department, which account for 75% and 39.6% respectively as
indicated by the student respondents. PTA and the guidance and counselling teachers ranked
the use of these two strategies at percentage frequencies of 14.2%, 20% respectively on the
use of punitive measure and 43.8% and 33.3% on the use of referral to guidance and
counselling. Among the private schools, the most commonly used strategies are expulsion
from school depicted by 66.6% of student respondents, followed by referral to guidance and
counseling department with 39.6% responses from students. Interviews with the principals
and deputy principals disclosed that, expulsion is a common strategy that is used in all the
schools studied. However, there is a claim that expulsion is always the last option as one of
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the principals from a private boarding school stated; “Expulsion is usually the last option
after all other strategies have failed, but of course we don‟t mention this to the students. To
them, drug abuse results to expulsion. (Interview: 15th
May, 2018)”. The finding is in line
with that of (Njagi 2014 & Mutero 2011) who discovered that referral to Guidance and
counseling, punishment, suspension and expulsion were the most common strategies used by
the school administrators.
From the table, corporal punishment is a measure that is only used in public schools
and not the private schools as it accounts for 44.4% in public schools and 0% in private
schools. This strategy was also described by some school administrators. One of the deputy
principals from a public mixed day school stated. “These boys and girls come from homes
where everybody is too busy to watch their discipline, so I believe most of the drug abusers
indulge into drug abuse just as indiscipline, so punishing them becomes detrimental to the
behavior”. The use of the strategy is against article 37 of the convention on the rights of a
child which states that “No child shall be subjected to torture or other cruel, inhuman or
degrading treatment or punishment”. Equally, the ministry of education banned corporal
punishment and enacted the children‟s Act which entitles children to protection from all
forms of abuse and violence (Government of Kenya, 2001).
Sending students home for parents to address their behavior and advise their children
was also used in both types of schools although not common as only 16.1% and 6.5%
proportion of students in public and private schools respectively reported it as a measure.
Overall, PTA and guidance and counseling proportion of responses on the use of parental
involvement was 29% and 40% respectively. When asked whether they engage parents in the
fight against drugs in schools, there was affirmation from majority of the principals and the
deputy principals. However, there was the claim that parents do not contribute much in the
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fight against drug abuse. One of the deputy principals from a mixed boarding school had the
following to say:
Since I came to this school I have dealt with four cases of students from the same
neighborhood. We tried counseling the students but they still went ahead. I involved
the parents but of course parents deny the fact that their children are abusing drugs
and tend to defend them. The only option then became expelling the students to serve
as an example to the rest of the students. That‟s when I decided that we need a drug
policy in the school. All the students know that if you are found with cases of drug
abuse you are expelled from the school. (Interview: 9th
May, 2018)
One of the principals from a boarding school also shared the same views stating that
parental involvement is critical in addressing any disciplinary cases in schools. He disclosed
that however, most of the parents are not so much keen on their children affairs in school and
therefore, the school administration and the teachers have to take full responsibility to ensure
that discipline in school is upheld.
There was a 2% belief among the public school students that nothing is done to
students who are found to be abusing drugs. There was also 1% of respondents from a private
school who are not sure what happens to students found abusing drugs. This could be
translated to the students that are still new in the school and have not seen or experienced
cases related to drug abuse. However, it could also mean that the small percentage of students
claiming that nothing is done or they are not sure, are aware of rampant cases of drug addicts
in school who have so far not been discovered by the school authorities.
The information on the strategies in curbing the level of drug abuse was backed by the
results gathered through document analysis guide as shown in table 14.
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Table 14
Number of drug abuse cases against the actions taken between 2013-2017
Number of cases between 2013-2017
Action 0-5 6-9 Above 10
public private public Private Public Private
F % f % F % F % f % f %
Referrals 2 50 1 25 3 75 1 25 1 25 0 0
suspension 0 0 2 50 4 100 2 50 0 0 0 0
expulsion 1 13 0 0 1 25 3 75 1 25 1 25
Table 14 shows the total number of drug abuse indiscipline cases between 2013 and
2017 against the actions taken. 75% of the public schools had issued between 6-9 referral
letters from 2013 to 2017, and only 25% had over 10 cases of referral. On the other hand,
while only 25% of private schools had the highest number (0-6) of referral cases. 100% of the
public schools recorded to have had 6-9 cases of suspension between the period while 50% of
the private schools recorded 0-5 and another 50% had 6-9 cases of suspension. On expulsion,
75% of the private schools under study had issued 6-9 letters of expulsion to students while
only 25% of public schools had issued a similar numbers of expulsion cases. This indicates
that overall, referrals to guidance and counselling or rehabilitation centres was the frequently
employed strategy against students caught with drug abuse related indiscipline cases in the
public schools, with expulsion being the most preferred strategy in private schools. All types
of schools recorded cases between 0-9 of suspended students. Suspension is the temporary
dismissal of an individual suspected of an offence. The action is usually taken as the first step
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in addressing an indiscipline case so as to allow for further investigation. This could be the
reason why both types of schools recorded almost equal number of such cases. The results in
table 14 were backed by school administrators who disclosed that referral to guidance and
counselling or to rehabilitation centres for severe cases were mostly preferred in most public
day schools while the administrators in most private boarding schools reported use of
expulsion as the most preferred. Expulsion means total dismissal of students from schools.
Expelling a student from a school may not help the victim to recover even though it deters
other students from indulging in the same habit. Once a student is expelled, they may be
enrolled in the neighbouring schools, which means the drug habit is transferred to other
institutions, the reason may be the day public schools consider it as the least option.As the
finding indicates, Guidance and counseling is clearly one of the most commonly used
interventions and is considered a critical strategy in addressing the root problems of drug use.
According to Maithya (2009), counseling helps in understanding the factors that surround the
use of drug among the student and possible measures that can be employed to change
behavior. On probing further, some of the administrators claimed that they also involve the
police in dealing with students found abusing drugs. One of the principals from a mixed day
school had this to say:
I do not condone drug abuse in my school. If I find a student abusing drug, there is no
discussions about anything, we engage the police and the student has to leave the
school for good and allow other students enjoy the drug- free environment.
(Interview: 12th
May, 2018).
One of the deputy principal from a mixed day school also held the same sentiment as seen in
his statement:
We engage the police. Drug abuse is a criminal offense and therefore the students
have to understand that they are responsible to their actions. Just like any citizen, you
103
break the law, then the police service is there to discipline you. (Interview: 9th
May,
2018).
Other strategies described by the school administrators included strict use of drug
abuse policies. Use of rewards to students who forward information about drug existence
among the students was another measure mentioned in most private schools. A principal from
a private mixed day school stated.
„one method that I have used since I joined this school is rewards, by the way students
like it very much when they are appreciated for disclosing students they have
suspected of abusing or are in possession of drugs in school, and do you know in the
various cases reported it finally proved true…these students know a lot‟
When probed further, the principal revealed that some of the rewards they offer included
paying half of their fee, paying for their school trips or buying items they would desire.
Interviews with the schools administrators also revealed that other methods employed against
drug abuse included spontaneous inspections especially in boarding schools, thorough
inspections as students come in from holidays and outings, and close monitoring. The deputy
principals disclosed that this method has been effective as it minimises introduction of drugs
to innocent students by drug users. This finding concurs with Maithya (2009) who discovered
the use of impromptu inspections as a strategy used by school principals to control drug
abuse.
Spread of drug abuse habit in boarding schools is believed to be influenced by
students introducing the drugs to fellow students. When such students go home for holidays,
they purchase drugs and bring them to schools on opening days and look for innocent
students to lure into the habit. The above findings indicate that various strategies are used in
schools depending on the school category and type as indicated by various respondents. This
means that in eradication of the drug menace school authorities need to identify which
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strategies would work best depending on the nature of their institution which by a large
extend is dictated by the background of students.
4.4.3 Presence of drug policies in schools
The researcher wanted to establish the presence of school drug policies and how they
were displayed for students‟ awareness. Responses were obtained from the schools through
interviews and were backed by evidence through document analysis where the actual written
policies were provided to the researcher for perusal.
The school principals revealed that the schools have drug abuse policies. These were
written on notice boards, classrooms, admission letters, diaries, on the entrance gates and in
some schools they were inscribed on the fence walls. These included “this is a drug free
school” written at the gate of one mixed day secondary school. In a mixed day private school,
it was clearly displayed on the walls “you are entering a drug free environment”, and yet in
another boarding school the writings were bold both at the gate and on the notice board,
which read “this is a no smoking and non-drug zone, be warned”.
During the interviews, majority of the principals disclosed that some of the
consequences stipulated in the drug abuse policies included, expulsion, suspension and
punishment which included working in the school compound. Findings revealed that all the
schools under study had drug abuse policies that were clearly spelt out. In relations to the
forms of presentation of the drug abuse policies, it meant that different types and categories
of schools use different methods to display the drug abuse policies for the students‟
awareness.
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4.4.4 The frequency of using various measures to prevent students from indulging into
drug abuse
This section sought to establish the frequency in which the various measures are
adopted by the school administration in Kajiado North‟ Sub- County region. The information
was sought from the students and the guidance and counseling teachers through closed ended
questions. The measurement was through a 4 scale ranking tool with ranks 1- 4. Rank 1 in
this case refers to „Very Often,‟ 2 represents „Often,‟ 3 represents „Not Often‟ while 4
represents „Not at All.‟
Table 15
Responses of students on the Frequency of using various preventive measures
Preventive Measures 1 % 2 % 3 % 4 % Total
Drug Abuse policies 76 33 72 31 52 22 32 14 232
Education on drug abuse 132 49 96 36 36 13 4 1 268
Drug prevention talks 68 27 96 38 60 24 28 11 252
Guidance and Counseling 160 61 60 23 36 14 8 3 264
Parental involvement 48 18 84 32 72 28 56 22 260
The total responses of the variables in table 15 differ although the respondent
numbers remain the same which is attributed to the fact that some variables were not ranked
by the respondents and that respondents were allowed to respond to more than one item.
According to statistics guidance and counseling is considered to be frequently adopted drug
abuse preventive measure by school administration with the rank „Very Often‟ taking the
largest share with a 160 (61%) responses. This is followed closely by education on drug
abuse with 132 (49%) responses. The measure with less frequency is parental involvement
which is also supported by the fact that it is the measure with the highest proportion under the
scale „Not at All.‟ In agreement Namayanja, (2011) had found that negligence of parents over
their children was a key challenge in dealing with drug abuse menace in secondary schools.
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Namayanja (2011) resonates with WHO (1993) that claims that family factors may cause or
intensify the abuse of drugs among students and young adults. Such factor may include harsh
discipline, failure of parent- children communication at an emotional level, traumatic absence
of parents, influence of disturbed members of the family among others (WHO, 1993). This
implies that Guidance and counseling is instrumental in addressing these root issues of drug
abuse as well as leading the students into the right path of recovery.
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Table 16
Responses of guidance and counselling teachers on the Frequency of using various
preventive measures
Preventive Measures 1 % 2 % 3 % 4 % Total
Drug Abuse policies 5 100 0 0 0 20 0 0 5
Education on drug abuse 5 100 0 0 0 0 0 0 5
Drug prevention talks 2 40 0 0 3 60 0 0 5
Guidance and Counseling 5 100 0 0 0 0 0 0 5
Parental involvement 2 40 0 0 0 0 3 60 5
According to the responses of guidance and counselling heads of department, the
most frequently used preventive measures are drug policies with 100% frequency of those
stating it is very often used, education on drug abuse and guidance and counselling. Echoing
the responses by students, guidance and counselling teachers claimed that Parental
involvement is not commonly used as 60% of them stated that it is rarely used. Drug
prevention talks are also uncommon as 60% of the respondents claimed that it is not often
used. This means that the banning of motivational speakers in schools by the Ministry of
education in 2016 is still being observed in most schools. Explaining further, the Cs said that
some of the motivational speakers poison students with information that is not good for their
development (Daily Nation, 2016).
The finding discloses that Guidance and counseling in schools remains a strong
mitigation against drug abuse indulgence. However it is evident that parental involvement has
not been considered as an effective strategy against drug abuse. The discovery that it is not
often used means that the parents are not supportive enough when it comes to dealing with
school disciplinary issues hence school administrators prefer using other strategies. On the
other hand, the study‟s discovery that motivational talks are also rarely used means that ever
since the government banned motivational talks in schools in 2016, there have been fewer
talks on drug abuse. However, the small percentage which reported that it is often used could
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mean that teachers make their own initiative to contract registered counselors to counsel the
students on matters related to drug abuse as was indicated in a study by Odhiambo (2016).
Subsequently, it means that drug abuse policies in schools are being used as reference points
when it comes to reprimanding the students.
4.5 Level of Effectiveness of the strategies
The objective of this section was to assess the effectiveness of the strategies used in
an effort to curb drug abuse in secondary schools. Information was gathered from students,
PTA chair persons and guidance and counseling teachers through closed ended, questions as
well as the school administrators through interviews.
4.5.1 Students Responses
The perception analysis is based on a 4-Scale measure that is denoted by quantitative
codes 1 to 4, where 1 represents „Very effective,‟ 2 represents „Effective,‟ 3 represents
„Moderately effective‟ while 4 represents „Not effective.‟ The analysis measured the
percentage of the effectiveness perception of every measure adopted. Table 17 gives the
overview of the perception analysis.
Table 17
Students’ responses on the effectiveness of the strategies
Administrative
Measures
Very
Effectiv
e
% Effectiv
e
% Moderately
Effective
% Not
Effectiv
e
%
Expulsion 60 23 52 20 32 12 116 45
Suspension 72 28 80 30 64 24 48 19
Referral to G &C 128 47 52 19 32 12 60 22
Punishment 28 11 44 17 72 29 108 43
Parental involvement
(call parent to school)
84 31 84 32 44 17 52 19.7
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The total responses of the variables differ although the respondent numbers remain
the same which is attributed to the fact that some variables were not ranked by the
respondents. However, the data provided was analysed.
According to table 17, majority of the respondents represented by 45% believe that
expulsion is not an affective measure of addressing drug abuse. According to the respondents,
the most effective measure is referring the students to guidance and counseling which has the
highest level of respondents on the level „Very Effective‟, at 47 %. This finding coincides
with that of (Cheloti, 2013) which discovered that use of guidance and counseling was a more
effective approach among others used by the school administrators to curb drug abuse. The
least effective measure on the level „Not Effective‟ is punishment with a frequency of 108
which represents 43% of the level. Parental involvement was also considered an effective
measure by the students with a frequency level of 84 at 32%. Suspension and expulsion takes
the third and fourth place in the most effective measures. The finding indicates that students
hold an opinion that expulsion and suspension are weak measures of curbing drug abuse.
During the interviews, most administrators revealed that, the most effective strategy is
expulsion. When asked why they feel Expulsion is the most effective strategy, this is what
one of the principals from a private school had to say;
When you expel a student found abusing drugs, the other students equate drug abuse
to expulsion from school. Since I came to this school in 2014, I have expelled 6
students within the first two years and since then I have never heard of a case of drug
abuse in the school. Students that were believed to be abusers of drugs stopped
immediately they realized that the school drug policy is serious and has to be followed
to the latter. (Interview: 4th
May, 2018)
The theory on which the study was based states that it is the consequence of a behavior that
that results in behaviour change, either an increase or decrease of the behaviour (Skinner,
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1953). From the interview, it is clear that expulsion as the consequence causes other students
to change and adopt a good behaviour of not abusing drugs.
Another deputy principal, sharing the same sentiments revealed that being a well-recognized
and highly sought boy‟s boarding school, expulsion was effectively used as it scared other
students from losing their limited chances of being in the high ranked school in the county.
He stated;
Expulsion is the only effective way that you can use to prevent students from drug
abuse. Suspend or punish a student and he or she will still get back to the same habit.
Expel a student and all the others will avoid following suit. (Interview: 9th
May, 2018)
Finding reveals that there is divergence of the view on the effectiveness of expulsion
between the students and the administrators‟ respondents. Consequently, it means there is a
need to involve the students in forums where they would be involved in making amendments
on drug abuse measures. This is because the above finding means that school authorities
could be using strategies which appear effective to them yet students have further information
about their ability or inability to eradicate drug abuse in the schools.
4.5.2 PTA responses on the effectiveness of the strategies
The researcher wanted to explore the opinions of the PTA representatives about how
effective the interventions used by school administrators are in curbing drug abuse in schools.
The data was gathered through closed ended question and findings analysed as shown in table
18.
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Table 18
PTA response on the effectiveness of the measures
Very
effecti
ve
% Effecti
ve
% moder
ately
effecti
ve
% Not
effecti
ve
% Total
Expulsion 2 28 1 14 3 42 1 14 7
Suspension 3 42 2 40 1 14 1 14 7
Referral to
G & C
4 57 2 40 1 14 0 0 7
Punishmen
t
2 40 3 42 1 14 1 14 7
Parental
involveme
nt
1 14 2 40 3 42 1 14 7
Results in table 18 indicate that most PTA chairpersons found referral to guidance and
counseling as the most effective measure in curbing drug abuse level in schools, at a
percentage of 57. Suspension and punishment were also considered effective with ratings of
42% and 40% respectively. Expulsion and parental involvement were rated at 42% each as
moderately effective. Only 14% of the respondents indicated that all the measures are not
effective apart from referral to guidance and counseling. This agreed with the finding from
the students‟ responses in table 17 as well as the responses by the guidance and counselling in
table 19. This however disagrees with the findings from the school administrators who were
more aligned to expulsion as being the most effective strategy. The findings imply that
referral to guidance and counseling is an effective measure in curbing drug abuse. It also
means that other strategies used by the administrators are effective although to some extent
and may be dependent on the school type and category.
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4.5.3 Guidance and Counselling teachers responses on the effectiveness of the
interventions’ strategies
The researcher wanted to explore the opinions of the guidance and counselling
teachers about how effective the strategies used in schools are in curbing drug abuse in
schools. The data was gathered through closed ended questions and findings analysed as
shown in table 19.
Table 19
Guidance and counselling teachers responses on the effectiveness of the strategies.
Administrative
Measures
Very
effecti
ve
% Effecti
ve
% Moder
ately
Effecti
ve
% Not
Effecti
ve
% Total
Expulsion 3 60 0 0 2 40 0 0 5
Suspension 3 60 0 0 2 40 0 0 5
Referral to
G& C
5 100 0 0 0 0 0 0 5
Punishment 2 40 0 0 3 60 0 0 5
Parental
involvement
(Call parent to
school)
2 40 0 0 3 60 0 0 5
From table 19 guidance and counselling teachers disclosed that the most effective
measures is referral to guidance and counselling with a 100% of the guidance and counselling
respondents claiming to be a very effective measure against drug abuse in secondary schools.
The finding was in agreement with Mweu (2010) who discovered that guidance and
counseling was an effective approach against drug abuse. Expulsion and suspension were
also considered effective measures with a proportion of 60% each on the 4- scale measure.
The least effective measures according to the guidance and counseling teachers are
punishment and parental involvement with a proportion of 40% each. The finding was echoed
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by the school administrators in their interviews as most of them claimed that the larger
majority of the parents do not bother with students disciplinary activities as they believe that
it is the role of the teacher. One of the deputy principals from a mixed day school said the
following:
Parents do not play their role in supporting the school in disciplinary activities. You
rarely even see most of the parents in the school during parents‟ days. If called upon
to handle a case regarding their children, they only give promises of correcting their
children. Some parents even deny their children involvement with drugs. (Interview:
4th
May, 2018).
The finding differed with that of Masiye and Ndhlovu (2016) whose discovery was that
parental involvement had a great impact in realizing positive effect on pupils behavior
change. The contradiction could be because the current study was focusing on students at the
adolescence stage, the stage at which the individual has more freedom compared to the pupils
at primary schools where they are fully under watch by the parents. This indicates that
parents neglect children as they grow older with the assumptions that they are mature enough
to handle the pressures of life as compared to those at the primary school level.
4.5.4 Overall assessment of drug abuse cases in school annually
The researcher wanted to establish the overall picture of drug abuse in schools. The
data analysed was provided by the guidance and counseling teachers of the schools studied.
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Table 20
Guidance and counseling teachers’ responses on the Proportion of students taking drugs
annually
Frequency %
Nearly 100% of the student take drugs 0 0
Nearly 60% of the student take drugs 0 0
Nearly 40% of the student take drugs 0 0
Less than 20% of the student take drugs 5 100
Table 20 depicts that on average, less than 20% of students take drugs in school on an
annual base. In this case, it is clear that the drug abuse situation of the schools is manageable.
The impressive statistics could be due to the interventions undertaken by the school
administration in curbing drug abuse in secondary schools. The finding was also backed by
the information analysed from the records on drug abuse trends in figure 2 which revealed
that on average, drug abuse cases had dropped across all the schools in the study. This report
indicates that the strategies used in schools may have been effective in addressing drug abuse
in schools in Kajiado North Sub- County region.
4.5.5 Analysis of Drug Abuse Trends in Kajiado North Sub- County Secondary Schools
This section sought to assess the trend of the drug abuse cases in Kajiado North Sub-
County secondary schools. Deputy Principals provided disciplinary books with records of
drug abuse cases from 2013 to 2017. The assessment was based on the assumption that
increased mitigation measures against drug abuse results to the decline in drug abuse cases.
This assessment therefore was to establish whether decline in drug abuse cases was felt in the
region given the measures analyzed in the schools.
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Figure 2: Analysis on the Number of drug abuse cases from 2013- 2017
Figure 2 show a decline in the cases related to drug abuse in most secondary schools
studied. Mixed day secondary schools reported higher numbers of drug abuse cases in 2013
which included 35, 28, 26, and 18 while the boarding schools reported 12 cases in the mixed
boarding, 12 in the boys‟ boarding and 5 cases in the girls‟ boarding schools. These numbers
decreased, registering cases of as low as between 4 and 5 in the mixed day schools and 2-3
cases in the boarding schools in the year 2016. According to the deputy principals the decline
is attributed to the tightening of the measures and strategies geared towards addressing drug
abuse in secondary schools. This contradicts the finding by King‟endo (2010) that lack of
strict measures by the school authority against drug abuse was the main reason why most
students fall into drug abuse trap. As shown in figure 3, most schools experienced a drop of
drug abuse cases each year. This implies that although drug abuse had not dropped to zero
level, the various strategies used against drug abuse are effective in minimizing the menace in
2013 2014 2015 2016 2017
Boys Boarding 12 8 9 3 7
Girls Boarding 5 5 3 2 3
Mixed Day Only 18 12 9 5 2
Mixed Day Only 26 18 10 5 4
Mixed Day Only 28 14 11 4 8
Mixed Day Only 34 19 13 5 5
Mixed Boarding 12 6 6 7 3
0
5
10
15
20
25
30
35
40N
u,b
er o
f d
rug
abu
se s
tud
ent
case
s
116
secondary schools in Kajiado North sub-county. This also contradicts the findings by
Mbuthia et al, (2017) that despite the application of drug abuse interventions in Universities
prevalence of drug use still increased.
4.5.6 Analysis of Academic performance and drug abuse trends
The researcher analyzed the academic performance of the schools in Kajiado North
sub-county as one of the indicators of drug abuse effects in secondary schools. Files with
K.C.S.E mean grades for the years 2013-2017 were provided by the schools‟ deputy
principals. Figure 3 showcases the mean grade performance of the 8 schools studied.
Figure 3: Academic performance from 2013- 2017 as drawn from the performance records
Academic records revealed that performance of the schools had gradually been
improving from the year 2013 to 2016. All schools experienced a drop in performance in the
year 2017. Findings also indicated that performance in boarding schools remained higher
2013 2014 2015 2016 2017
Boys Boarding 4.2 4.5 5.9 6.1 4.7
Girls Boarding 4.4 4.5 5.1 5.2 4.8
Mixed Day Only 3.1 3.2 3.4 3.1 3.2
Mixed Day Only 3.3 3.4 3.8 3.9 3.4
Mixed Day Only 3.1 3.4 4 3.6 3.3
Mixed Day Only 2.6 3 3.04 3 2.6
Mixed Boarding 4.1 4.3 5.6 5.4 4.9
0
1
2
3
4
5
6
7
Mea
n G
rad
e
117
with mean scores of above 4, compared to that of day schools which recorded means as low
as 3.0. When probed further, deputy principals disclosed that one of the critical factors that
may have contributed to the improvement in performance between 2103-2016 included
increased disciplinary actions in schools. This was in tandem with findings by (Maithya,
2009) that improved discipline in schools and tighter school management and evaluation
regulations by the Ministry of Education leads to increased academic performance. The
regulations and new policies by the ministry are geared towards effectuating result- oriented
management of secondary schools in relations to disciplinary measures (Sugut & Mugasia,
2014). This is also in line with Kangangi (2017) who stated that school discipline plays a
significant role in academic performance.
Deputy Principals attributed the drop in performance in the year 2017 to the tight
examination regulations put in place by the Ministry of Education that were designed to curb
malpractices. This means that academic performance is dependent on many variables and that
discipline is just one of them. There is also an indication that no matter the huddles, students
in boarding schools stand a chance to perform better than those in day schools. This is
possibly because those in boarding schools have extra time to study and more hours of
interaction with their teachers unlike those in the day schools whose time is divided between
school work and home chores.
4.5.7 The relationship between drug abuse and academic performance in Kajiado North
Sub- County
The researcher sought to measure the level of effectiveness of interventions in relation
to drug abuse trends and academic performance in Kajiado North Sub- County secondary
schools. Documents were analyzed in order to assess the relationship between drug abuse
trends against academic performance. The researcher calculated the average mean scores of
the schools between 2013 and 2017 which were assessed against the average numbers of drug
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cases from 2013 to 2017. The finding was used as a measure of the level effectiveness of
drug abuse interventions.
Figure 4: Graph of average drug abuse case and average mean grade from 2013- 2017
Figure 4 shows that there is an inverse relationship between academic performance
and drug abuse in Kajiado Sub- county region. As the number of drug abuse case declined
from 2013 to 2016, the average mean grade increased. With the slight increase in the number
of drug abuse cases between 2016 and 2017, the average mean grade decreased. These
findings are in tandem with Muoti (2014) that established the inverse relationship between
drug abuse and school‟s academic performance. According to the study, drug abuse is
associated with severe school dropout, lack of studying interest, strained relationship with the
administration and other students, decline in the concentration span as well as decline in
grades. On effectiveness of drug abuse strategies, the finding on the relationship between
drug abuse trend and academic performance is a revelation that the strategies employed
against drug abuse between the years 2013 and 2017 were effective enough to lower the level
of drug abuse thus impacting positively on the academic result.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
0
2
4
6
8
10
12
14
16
18
20
2013 2014 2015 2016 2017
Ave
rage
dru
g ab
use
cas
e
Axis Title
Average drugabuse cases
Average meangrade
Average mean grade
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4.6 Challenges Faced in Fighting Drug Abuse
This section sought to find out the challenges faced in fighting drug abuse among
secondary schools in Kajiado North Sub- County region. Data was collected from students,
and Guidance and counseling teachers through closed ended questions. PTA chairpersons
were required to describe the challenges through open-ended questions while the school
administrators responded through interviews.
Figure 5: Students’ responses on the challenges faced in fighting drug abuse
As indicated in figure 5, the most common challenge faced in the fight against drug
abuse according to the students is lack of adequate knowledge on addressing drug abuse with
a proportion of 170 (47%). The result is in line with (Cheloti, 2013) whose study found that
most school administrators had inadequate knowledge in handling drug abusers at school.
This is followed closely by the failure of parents to support the school administration with a
155 (43%) share. This was also noted by (Mandu, 2013) in her study on management
challenges occasioned by drug abuse in secondary schools in Mbeere.
The finding also agrees with Takalani (2016) who discovered that drugs and other
substances of abuse were easily obtained from the villages thus parents could not do much to
0 50 100 150 200
Parents do not support school…
Some teachers provide drug to the…
Lack of support from teachers
Lack of adequate knowledge on…
Ignorance of some students
Peer pressure
Frequency
Ch
alle
nge
s
120
prevent their students from indulging as they themselves were victims. It however contradicts
the study findings by researchers like Ngesu (2009) and Maundu (2013) that students take
drugs because of boredom and for idleness. There was a 12% of the respondents that believe
that lack of teachers‟ support is a challenge in addressing drug abuse. 4% of the respondents
hold that ignorance of some students is a challenge while 2% of them believe that some
teachers provide drug to the students. Peer pressure, is also considered to be a challenge in
fighting drug abuse that is depicted by 2%. The result means that in as much as efforts are
there to eradicate drug abuse in school, there are bottlenecks that needs to be overcome. Drug
abuse is a complex issue that needs Knowledge and skills on how to address it. It is also clear
that the drug abuse menace is a problem that requires engagement by all stake holders
including parents and teachers in order to control its prevalence in schools.
The researcher sought the responses of the guidance and counseling teachers on the
challenges that hinder successful eradication of drug abuse. Their responses were presented
in figure 6.
Figure 6: Guidance and counselling teachers’ responses on the challenges faced in fighting
drug abuse.
The results in figure 6 indicate that the two biggest challenges are peer pressure and
lack of parental support which were both mentioned by all the respondents represented by
Frequency, 5
Percentage, 100
0
20
40
60
80
100
120
Parents do notsupport schooladministration
Some teachersprovide drug to
the students
Lack of supportfrom teachers
Lack ofadequate
knowledge onaddressing drug
abuse
Ignorance ofsome students
Peer pressure
Fre
qu
ency
/ P
erce
nta
ge
121
100% frequency. The other challenges identified were ignorance of some students at 80%
representation and lack of adequate information on addressing drug abuse at 60% frequency.
As opposed to the students‟ responses, lack of teachers support and the fact that some
teachers provide drugs to the students were not established to be challenges facing the fight
against drug abuse by the guidance and counseling respondents. This means that there is
information which students are aware about and are ready to reveal if probed further which
the guidance and counseling teachers are either not aware of or could be subjective in
revealing.
PTA members indicated that some teachers engage in drug abuse. The finding was in
line with Maundu (2013) whose study discovered that some teachers not only abused drugs
but also sold them to students. This implies that some teachers who should be the role models
do not play their part in assisting the school administrators in modelling values such as
discouraging drug abuse habits amongst students. Findings also shows that parents who
should be the lead people in instilling moral values in children are failing on their part,
passing on the problem to the school authorities.
Majority of the PTA representatives also indicated on their open-ended questions that
parents distance themselves from the administrators when it comes to dealing with drug
abuse. Some respondents stated that parents deny the fact that their children engage in drug
abuse, even when school administrators have enough evidence of the clam. This was as
described by the school administrators who reported lack of parental support as major
challenge. As reported by many administrators, most parents deny the involvement of their
children with drug abuse. This means that it‟s very difficult for the school authority to deal
with the drug abuse culprits when their own parents disagree with the discoveries of their
involvement by the school administrators. This is what one of the principals from a mixed
day public school stated:
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Parents are to blame when it comes to drug abuse. These drug abusers are day
scholars who get back to their parents every evening. Parents ought to be keen on the
kind of friends their children spend time with. When called upon to talk to their
children regarding drug abuse, they often deny the fact that their children are abusing
drugs and the blame fall on the teacher.. so it becomes very difficult on or side to deal
with the issue: (Interview: 4th
May, 2018)
A deputy principal of a mixed day private secondary school bitterly described how difficult it
sometimes was to deal with these day school students since they came from backgrounds
where parents were themselves addicts of drugs. This is what he had to say:
Some of these parents are drug abusers themselves. It is not surprising to find their
children abuse drugs as well..so when you call them to school they in fact come drunk
or under substance influence, making it very difficult to engage them about their
children‟s status If drug abuse has to be dealt with, it should start from home. Parents
should take responsibility of their children. (Interview: 9th
May, 2018)
Administrators from boarding schools described parental support as a night mare.
They claimed that parents became aggressive whenever they were called to schools on cases
of drug abuse. One deputy principal revealed that in most cases the parents placed blame on
the school authority saying that they should explain how the students got into schools with
drugs.
Seeking information on the challenges faced by the school administrators‟ in
addressing the drug abuse problem, the researcher found out that challenges faced by the
principals and deputy principals in the fight against drug abuse differed depending on the
school type and category. Majority of the Administrators in public day schools reported that
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it was very difficult to identify drug users and traffickers in the schools saying that they
didn‟t have much skill in identifying various drugs. One of the principal stated,
It is very difficult to know who abuse this drugs or even to catch the one who sells the
drugs to students..and some even fake sickness and stay at home when they know they
are under influence so that no one suspects them.
Another deputy principal from a mixed day school claimed that sometimes the
students would deny even when the teachers suspect that they are under influence and that
nothing much would be done since the skill was not adequate in testing the drug use on the
students. This was in line with the study finding by Maithya, (2009) who reported inadequate
knowledge on handling drug abusers as the greatest challenge.
Overall, the researcher noted that the greatest challenge in drug abuse fight was lack
of parental support which was described by the school administrators as an echo of what
students and teacher counselors claimed, as well as the narration by the PTA chairpersons.
The finding is in harmony with the social learning theory by Bandura (1977) which is based
on the idea that the adolescent acquire belief about antisocial behaviour from their role
model, especially the close friends, teachers and parents. In this case the parents model the
students away from ethically accepted behaviour in the society. This indicates that parents
could be striding away from their responsibilities of ensuring safety and discipline of their
children.
4.7 Suggestions on how best to improve the interventions.
This section sought to assess the respondents‟ suggestions on modifications needed
within the current interventions that can be used in the eradication of drug abuse in the
learning institutions. This was through an open ended question in the questionnaires filled by
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the students, PTA chairpersons and guidance and counseling teachers, as well as through
interviews with principals and the deputy principals.
Most students suggested creation of peer- to- peer forums where students can discuss
freely on drug challenges affecting them and how to mitigate and eradicate it. This would be
in agreement with the Social Learning Theory by Bandura (1977) which is based on the idea
that the adolescent acquire belief about antisocial behaviour from their role model, especially
their close friends, teachers and parents. Most students in mixed day schools also suggested
eradication of expulsion and proposed use of referrals to rehabilitation centers for students
caught up with drug abuse. Students further described that there are a number of students that
are serious alcoholics that even fail to attend school in some days due to the issue. Such
addiction levels according to the students can only be addressed through the rehabilitation
treatments alongside their daily studies.
The study discovered that most students from both single gender boarding schools
suggested limitation of pocket money to students as they claimed that the money tempted
them to purchase drugs whenever opportunity availed itself. This is in application of the
operant theory on negative reinforcement meaning that something positive is taken away to
strengthen the intended behaviour (of not indulging). (Ndambuki, Rono & Ingule 1996).
From the feedback most of the guidance and counseling teachers considered
establishment of formal education and talks on drug abuse as the alternative measure to
eradicate drug abuse in learning institutions. This was followed by increasing the frequency
of guidance and counseling sessions as well as inscribing strict measures in the drug policies
and frequent communication of the same to students and all other stakeholders. Further, the
guidance and counseling teachers suggested parental engagement which should include
frequent parents meetings being held termly so as to address the issue of drug abuse and other
125
disciplinary and issues as well as education on drug abuse effects and the importance of
eradicating it among students.
Further, there were suggestions by most PTA chairpersons that the school principals
should empower Parents Teachers Association to engage fully in matters relating to drug
abuse in schools. Majority also proposed that parents should be engaged and educated on
ways to address drug abuse at home and rehabilitation of serious drug users. Some also
suggested on the emphasis in engaging psychologists in severe drug abuse cases. This finding
indicates that the PTA and parents in general have been sidelined by the school
administrators in matters of discipline and specifically in dealing with drug abuse issues.
During their interviews, principals and the deputy principals suggested that teachers
should be inducted on courses geared towards knowledge and skills in addressing drug abuse
in schools. Majority of them also suggested that the county government could install
accessible and affordable rehabilitation centers in the sub-counties to specifically rehabilitate
students who fall in the drug abuse trap. The study findings are an indication that even though
much effort is being put to fight the drug abuse issue in secondary schools with the
interventions by school administrators, there are bottlenecks which are beyond their ability of
to curb the menace. The ministry of Education seems to have abandoned the fight against
drug abuse to the leaders at the school level.
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CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter seeks to provide a summary, conclusion of the study as well as
recommendations and suggestions on areas of further studies. It therefore seeks to provide an
overview of the findings of the study on the interventions employed to curb drug abuse in
secondary schools in Kajiado North Sub- County in Kajiado County, Kenya.
5.2 Summary of the Study
The main purpose of this study was to analyse the interventions used to curb drug
abuse in secondary schools in Kajiado North- Sub County, with an aim of establishing
effective approaches against drug abuse in secondary schools. The study therefore adopted a
mixed methods design where the study sample was selected through stratification, simple
random sampling, automatic inclusion and purposive sampling techniques. Data collection
was conducted through the administration of questionnaires among the students, guidance
and counselling teachers and the PTA members, while interviews were conducted with the
principals and deputy principals. The study was conducted in eight secondary schools out of
20 in the region. The researcher used a sample of 360 students, 8 guidance and counseling
teachers, 8 PTA chairpersons and 16 administration members who included principals and
the deputy principals.
Questionnaires were designed in such a way that they bore both close- ended and
open- ended questions. The close- ended questions provided questions that required filling
the options provided as well as scale- ranking tools where the respondents were required to
rank specific responses. The open- ended questions required the respondents to provide their
own opinions in narrative forms. The open ended answers were then themed in line with
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research questions and responses presented concurrently in narrative forms. In establishing
the viability and the reliability of the study instruments, the researcher used pilot- testing
technique. The descriptive statistics involved the determination of the frequencies and the
percentages which helped in summarizing quantitative data. The presentation of the data
findings was conducted through the frequency distribution tables and charts. Based on the
research questions, data analysis helped to come up with four major findings.
5.3 Summary of the study findings
5.3.1 Strategies used in secondary schools to curb drug abuse
The first objective of the study was to establish the strategies used to curb drug abuse
in Kajiado North Sub- County‟s secondary schools. The study found out that the school
administrators are the most commonly associated with addressing drug use. Class teachers
and the school Counselors are also common in addressing drug abuse. However, there are
those that believe that no one takes initiative or is responsible in address drug abuse in
school.
The strategies applied differed depending on the type and category of schools. The
most common strategies (frequently) used in addressing drug abuse in public day secondary
schools are punishment which included working around the school compound, corporal
punishment and referral to the guidance and counseling services. Involvement of police in
apprehending students suspected to be in possession of drugs and rewards to those who report
such cases was also reported by some principals in both private and public day schools as
strategies against drug abuse. Most private schools reported use of Expulsion as the most
commonly used strategy against drug abuse. Other strategies used across all types of schools
included sending for parents to advice or reprimand their children and suspension, while
corporal punishment was reported as a strategy only in public schools. There are also students
that claimed that nothing is normally done to deal with students abusing drugs which may be
128
one of the causes of increased used of drug use due to peer pressure and less measures to curb
it. However, those that held such a claim only accounted for 2% of the entire population.
5.3.3 Effectiveness of the strategies employed to curb drug abuse
On the level of effectiveness of the strategies adopted against drug abuse in schools,
the most effective measure is guidance and counseling across all the schools. Findings also
revealed that Expulsion is an effective strategy as it eliminates drug abusers as well as
discouraging other students from indulging especially in private and boarding schools.
Parental involvement was considered an effective measure to help address or prevent drug
abuse although its application has not been fully explored. However students were of the
contrary opinion on the effectiveness of some measures which included expulsion,
punishment and suspension. According to the students, expelling or suspending a student
does not solve the root cause of drug abuse to the student although it helps in preventing
other students from following suit. However, even those that are left in school equate drug
abuse to expulsion rather than the negative social and health impact drug abuse has on an
individual. In this sense, the students claim that the best measure is to engage the students
through counseling and education, a claim that was backed by the PTA chairpersons and the
guidance and counseling teachers.
5.3.4 Challenges in the implementation of the current strategies against drug abuse
There were a number of challenges mentioned by the respondents that are
encountered in the fight against drug abuse in secondary schools in Kajiado North Sub-
County. The most common challenge faced across the various schools was failure of parents
to support the school administration in the fight against drug use. Inadequate knowledge on
addressing and preventing drug abuse was the other challenge noted. Such knowledge include
the identification of drug users, the establishment of the root cause of drug use, the
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engagement of various stakeholders in addressing and preventing drug abuse, the
development and communication of effective policies against drug abuse among others.
Lack of teachers support and the involvement of some teachers in providing drugs to
students were also reported to be a challenge weakening the efforts in fighting drug abuse.
There are a considerable proportion of respondents who held that ignorance of some students
is a challenge which is closely linked to inadequate knowledge on addressing drug abuse.
5.3.5 Suggestions on the modifications needed within the current interventions
Parents play an important role in guiding their children follow the right path and
hence should be adequately involved in school disciplinary interventions. In this case, the
respondents believe one of the modification needed within the current intervention system is
parental engagement which should include frequent parents meetings being held termly so as
to address the issue of drug abuse and other disciplinary issues as well as education on drug
abuse effects and the importance of eradicating it among students. Another modification
mentioned by the respondents is rehabilitation of drug users. However, this was suggested to
help the students that are considered serious drug abusers. Other respondents suggested the
adoption of the anti- drug abuse talks in schools and development of peer- to - peer forums to
help in discussions on drug abuse.
5.4 Conclusion
Based on the study findings, the researcher came to a conclusion that various
interventions are being employed in secondary schools in Kajiado North sub-county in an
effort to curb the level of drug abuse. However, effectiveness of the strategies employed
depends on the different types and categories of schools, where by for instance expulsion
seems to be more effective in private schools as compared to the public schools. Equally,
strategies adopted in day schools seem to differ with those in boarding schools in terms of
their effectiveness. Existence of drug abuse policy in all the schools was satisfactory.
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However, the implementation and adoption of the same was not well prescribed to the
students as to guide them on the consequences of engaging in drug abuse. The researcher also
concludes that major stakeholders including Education official at both national and county
levels have abandoned the fight against drug abuse to the school administrators. The
challenges faced in the different types and categories of schools are diverse. Therefore the
researcher concludes that school administrators should adopt measures that work best for
their school type and category if drug abuse was to be eradicated.
5.5 Recommendations
School administrators in Kajiado North Sub - County have put efforts in managing
drug abuse through measures such as guidance and counseling. expulsion, suspension, and,
involvement of the police service. However, there is a perception by the students that some
administrative strategies are not effective as the administration deem. Against this backdrop,
there is need for the school administrators to match the students‟ suggestions and best
practices used in other regions within and without the country. It was clear that the
effectiveness of interventions geared towards addressing drug abuse is dependent on the level
of engagement and communication between the students and the administration, the students
and the parents and the administration and the parents. The researcher therefore makes
recommendations as follows:
Administrators of schools should come up with parental engagement forums that are
geared towards sensitizing the need to support them in addressing drug abuse. The forums
should be held on a termly basis for the parents to not only gain knowledge on drug abuse
and prevention measures but also be involved continuously in monitoring their children
closely.
It was discovered from the study that most schools had policies against drug abuse.
These policies were among the school rules which every student were to sign on admission.
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Nevertheless, copies available to the researcher showed that these rules did not specifically
state the consequences of violating the said rules of drug. Following this, the researcher
recommends that School policies be comprehensive enough to reflect the schools‟ norms and
expectations about drug abuse use. The signed rules should explicitly specify the punishment
for violating the norms. Drug abuse rules should also have provisions for rewarding those
who comply while persuading those who would not otherwise observe the rules to do so.
Secondly, students should be involved in policy making in relations to drug abuse. School
principals should therefore have forums where existing drug abuse policies are discussed with
the students with provision for amendments and creation of newer ones. This strategy will
make it easier for the students to follow what they are well conversant with, than what has
been stipulated and imposed on them. Introduction of students forums designed to encourage
peer-to-peer learning should also be considered by the school administrators. As noted in the
study findings, students feel more engaged and take responsibility if they are fully in control
of matters that involve and affect them.
Study findings reveal that students are aware of the drug abuse interventions being
carried out by the school administrators to curb the level of drug abuse. The current study
therefore recommends that students take upon themselves to engage in activities that would
help them overcome temptations of indulging in drug abuse. These may include Christian
based activities both at school and in the home community such as participation in Christian
unions, peer to peer counseling and school‟ organized co-curricular activities. Equally, the
students should attend seminars organized by the church and other social organizations
geared towards fighting against drug abuse.
The current study established that most parents are not concerned about drug abuse
among their children. In fact, some students and school administrators felt that parents are not
good role models. The study recommends that in order to have a successful drug abuse
132
prevention programme all parties must be involved with a stake in the development and
welfare of the students in Kajiado North Sub-county without leaving out the parents. There
should be commitment from the parents at the school level, once a drug abuse problem has
been identified. This is because any school programme without parental support is likely to
fail since they are the primary socializers of the students.
This study determined that one of the major reasons for drug abuse among students is
that drugs are readily available in the community nearby the schools. This was noted to
mostly affect day schools students from low economic areas such as the slums. Lack of
community assistance for the war against drug abuse is likely to curtail school administrators‟
efforts in preventing drug abuse among the students in and out of school. The fight against
drug abuse is a severe and complex community problem which requires community
responses, the school leaders can no longer be the sole agency responsible for solving the
problem. The researcher thus recommends that community members should take up the role
of instilling moral values among the youth to help them become useful members of society.
It was noted through the study that there are a number of severe drug abuse cases that
can only be resolved by engaging the rehabilitation services. However, these services are
considered expensive and limited in Kajiado County. Against this backdrop the researcher
recommends that the County Government of Kajiado through the department of social
services should initiate the development of a number of rehabilitation centers as well as
facilitating the financing of the rehabilitation services. The government should consider
continuous Training of the teaching staff on drug abuse management, to ensure that expertise
lies within the school and is not confined to external experts. This should be integrated into
pre-service programs in teacher training institutions in Kenya. The ministry of Education
Science and Technology should see to it that the government empowers NACADA more to
133
help route out drug and substance abuse. The ministry should also have an enforcement body
to ensure that those breaking the laws are dealt with effectively.
Community based, governmental and non-governmental organizations should be
encouraged and supported by both the national and county government to create forums
where all educational stakeholders are sensitized on drug abuse interventions in order to save
the students from the menace.
5.6 Areas of Further Research
The scope of the study revolved around secondary schools in Kajiado North Sub- County
Region in relations to drug abuse interventions. However, much has to be done on a wider
scope including:
i. Parental involvement in addressing drug abuse in secondary schools nationwide
ii. Strategic position of rehabilitation centers in addressing drug abuse in secondary
schools
iii. The best proven practices that can be adopted by secondary schools in preventing
drug abuse in secondary schools
iv. The current study should as well be replicated in other counties since the efforts put in
curbing drug abuse may differ from one county to another
134
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APPENDICES
Appendix 1: Questionnaire for Guidance and Counseling Teachers
My name is Noreen, a student at The Catholic University of Eastern Africa, pursuing a
Master of Education Degree in Educational Administration and Planning. I am conducting a
research on: Interventions employed in curbing the level of drug abuse in secondary
schools in Kajiado North sub-county, Kenya.
Your school has been selected to participate in the study. I am kindly requesting your
cooperation in responding to these questions which will enable me accomplish the study.
Your responses will be treated with anonymity and confidentiality. Please do not write your
name or your institution on this paper.
Thank you in advance.
Provide the following information by ticking or writing the applicable number in the blocks
provided.
Section A: Background
1) Gender
Male [ ] Female [ ]
2) Age
26-30 years [ ] 36-40 years [ ]
31-35 years [ ] 40 and above [ ]
3) Category of the school.
Day mixed [ ] Boys Boarding [ ]
Girls Boarding [ ] Mixed Day &Boarding [ ]
4) Which level of training have you attained?
148
Primary [ ] Certificate [ ]
Form 4 [ ] Diploma [ ]
Form 6 [ ] Graduate (e.g Bed, Med, phd.) [ ]
5) For how long have you handled guidance and counseling department since you qualified
as guidance and counseling teacher?
0-5 years [ ] 16-20 years [ ]
6-10 years [ ] Over 20years [ ]
11-15 years [ ]
Section B: Strategies used to curb the level of drug abuse in your school
1) Which strategies are used to deal with students confirmed to be drug abusers in your
school? You can Tick more than one
Corporal punishment [ ] Expelled from school [ ]
Working around the school compound [ ] Sent for their parents [ ]
Referred to Guidance & Counseling [ ] Nothing is done [ ]
Others: Specify …………………………………………………….........
2) Which strategies are used by to prevent students from indulging in drug abuse in your
school? You can Tick more than one
Strict Drug abuse policies [ ]
Education on drug abuse [ ]
Drug abuse prevention talks [ ]
Guidance and counseling program [ ]
Parental involvement [ ]
Others specify: ……………………………………………..
………………………………………………………………..
149
3) How often are the measures taken to fight drug abuse? Use the ranking key and
indicate the appropriate: 1, 2, 3, or 4, where;
1- VERY OFTEN 2 –OFTEN
3- NOT OFTEN 4 -NOT AT ALL.
a) Preventive measures. You may tick more than one.
Response 1 2 3 4
Drug Abuse policies
Education on drug abuse
Drug prevention talks
Guidance and counseling
Parental involvement
Any other (specify)
………………………………….
b) Those confirmed to have abused drugs (curative)
Response 1 2 3 4
Expulsion
Suspension
Referral to guidance and
counselling
Punishment
Parental involvement (call parent
to school)
Any other (specify)
………………………………….
Section C: Level of Effectiveness of the strategies used to Fight Drug Abuse in the
Schools
2) What is your assessment about the strategies used to curb the level of drug abuse in
your school? Use the scale below to answer.
150
Tick in the correct box: 1,2,3,0r 4, where;
1. Very effective 2. Effective
3. Moderately effective 4. Not effective
Response 1 2 3 4
Expulsion
Suspension
Referral to guidance and
counseling
Punishment
Parental involvement (call parent
to school)
Any other (specify)
………………………………….
3) What is your overall assessment of drug abuse prevalence in the school?
Nearly 100% of students take drugs [ ]
About 60% of students take drugs [ ]
About 40% of students take drugs [ ]
Less than 20%of students take drugs [ ]
Section D: The challenges faced in the fight against drug abuse
1) What difficulties do the school administrators face in fighting drug abuse in the
school? You can tick more than one.
Parents do not support school administration [ ]
Some teachers provide drug to the students [ ]
Lack of support from teachers [ ]
Lack of adequate knowledge on addressing drug abuse [ ]
Others: Specify……………………………………………………….
2) What reasons could be making drug abuse in secondary schools, a persistent issue?
You can tick more than one.
151
Most drugs are available [ ]
School rules do not prohibit drug abuse [ ]
School administration is relaxed [ ]
Students are more stressed due to wide curriculum [ ]
It is not yet established [ ]
Section E: Suggestions on how best the interventions could be improved
1) List suggestions on other strategies that can work better in eradicating drug abuse in
your institutions
…………………………………………………………………………………………
………………………………………………………………………………………….
…………………………………………………………………………………………
THANK YOU FOR YOUR RESPONSES
152
Appendix 2: Questionnaire for PTA Chairpersons
My name is Noreen, a student at the Catholic University of Eastern Africa, pursuing a
Master of Education Degree in Educational Administration and Planning. I am conducting a
research on “Interventions employed in curbing the level of drug abuse in secondary
schools in Kajiado North sub-county, Kenya.
Your school has been selected to participate in the study. I am kindly requesting your
cooperation in responding to these questions which will enable me accomplish the study.
Your responses will be treated with anonymity and confidentiality. Please do not write your
name or your institution on this paper.
Thanks in advance.
Section A: Background information: Kindly indicate with a Tick
1) Gender
Male [ ] Female [ ]
2) How long have you been a member of PTA in this school?
1 year [ ] 3 years [ ]
2 years [ ] Others specify………………………….
3) In which instances are members of PTA called to school to assist in solving drug
abuse cases?
If a student is caught with drugs [ ]
If a student comes to school under the influence of drugs [ ]
In case of addiction [ ]
Never [ ]
Others, specify………………………………………………………………….
153
Section B: Strategies used to curb the level of Drug Abuse in your School
1) Which strategies are commonly used to deal with those confirmed to be drug abusers?
You may Tick more than one
They are punished heavily [ ]
Expelled from school [ ]
Sent for their parents [ ]
Referred to Guidance & Counseling [ ]
Nothing is done [ ]
Others: Specify …………………………………………………….........
2) Which strategies are used to help prevent non drug abusers from indulging in the
habit? You may Tick more than one
Drug abuse policies [ ]
Education on drug abuse [ ]
Drugs prevention talks by invited guest [ ]
Guidance and counselling program [ ]
Parental involvement [ ]
Others specify: ……………………………………………..
Section C: Level of effectiveness of the strategies used to curb drug abuse.
1) What is your assessment about the strategies used to curb the level of drug abuse in
your school? Use the scale below to answer. Indicate in the correct box: 1,2,3,0r 4. Where;
1. Very effective 2. Effective 3. Moderately effective 4. Not effective
154
Response 1 2 3 4
Expulsion
Suspension
Referral to guidance and
counselling
Punishment
Parental involvement (call parent
to school)
Any other (specify)
………………………………….
Section D: The challenges faced in the fight against drug abuse
1) What difficulties do the school administrators face in fighting drug abuse in the
school?........................................................................................................................................
.................................................................................................................................................
2) In your opinion, why do students in your school abuse drug?
………………………………………………………………………………………………..
Section E: Suggestions you have as to How Best the Interventions Could Be Improved
1) Suggest other strategies administrators can use in eradicating drug abuse in your
institutions
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
THANKYOU FOR YOUR RESPONSES
155
Appendix 3: Questionnaire for Students
My name is Noreen, a student at the Catholic University of Eastern Africa. I am pursuing a
Master of Education Degree in Educational Administration and Planning. I am conducting a
research on: Interventions employed in curbing the level of drug abuse in secondary
schools in Kajiado North sub-county, Kenya.
Your school has been selected to participate in the study. I am kindly requesting your
cooperation in responding to these questions which will enable me accomplish the study.
Your responses will be treated with anonymity and confidentiality. Please do not write your
name or your institution on this paper.
Thank you in advance.
Section A: demographic information: Kindly Indicate With a Tick
1) Gender
Male [ ] Female [ ]
2) Age in years
13 – 15 years [ ] 16 – 18 years [ ]
19 – 21 years [ ] 21 years and above [ ]
3) Class
Form II [ ]
Form III [ ]
Form IV [ ]
4) How long have you been in this school?
1 year [ ] 2 years [ ]
3 years [ ] Others specify………………………….
156
5) Category of the school
Mixed Day [ ] Girls Boarding [ ]
Boys Boarding [ ] Mixed Boarding [ ]
6) Type of your school is
Public [ ] Private [ ]
Section B: Strategies used to curb the level of Drug Abuse in your School
1) Which of the following people are involved in addressing drug abuse issues in your
school? You may tick more than one.
School administration [ ]
Class teacher [ ]
All subject teachers [ ]
School Counselor [ ]
PTA [ ]
Others: Specify ………………………….
2) Which strategies are used to deal with students confirmed to be drug abusers? You
may tick more than one
Corporal punishment [ ]
Working around the school compound [ ]
Expelled from school [ ]
Sent for their parents [ ]
Referred to Guidance & Counseling [ ]
Nothing is done [ ]
Others: Specify ……………………………………………………...........
3) Which strategies are used to prevent students from indulging in drug abuse in your
school? You may tick more than one.
157
Strict Drug abuse policies [ ]
Education on drug abuse [ ]
Drug abuse prevention talks [ ]
Guidance and counseling program [ ]
Parental involvement [ ]
Others specify: ………………………………………………………………………….
4) How often are the measures taken to fight drug abuse? Use the ranking key and
indicate the appropriate: 1, 2, 3, or 4. Where;
1- VERY OFTEN 2 –OFTEN 3- NOT OFTEN 4 -NOT AT ALL.
a) Preventive measures
Response 1 2 3 4
Drug Abuse policies
Education on drug abuse
Drug prevention talks
Guidance and counseling
Parental involvement
Others (specify)
………………………………….
b) Those confirmed to have abused drugs (curative)
Response 1 2 3 4
Expulsion
Suspension
Referral to guidance and
counseling
Punishment
Parental involvement (call parent
to school)
Any other (specify)
………………………………….
158
Section C: Level of effectiveness of the strategies used to curb drug abuse.
1) What is your assessment on the effectiveness of the strategies used to curb the level of
drug abuse in your school? Use the scale below to answer. Tick in the correct box: 1,2,3,0r 4
where; 1. Very effective 2. Effective 3. Moderately effective 4. Not effective
Response 1 2 3 4
Expulsion
Suspension
Referral to guidance and
counseling
Punishment
Parental involvement (call parent
to school)
Any other (specify)
………………………………….
Section D: The challenges faced in the fight against drug abuse
1) What difficulties do the school administrators face in fighting drug abuse in the
school?
Parents do not support school administration [ ]
Some teachers provide drug to the students [ ]
Lack of support from teachers [ ]
Lack of adequate knowledge on addressing drug abuse [ ]
Others: Specify……………………………………………
Section E: Suggestions you have as to how best the Interventions could be improved
1) Suggest other strategies that could be used in eradicating drug abuse in learning
institutions
…………………………………………………………………………………………
………………………………………………………………………………………….
…………………………………………………………………………………………
THANK YOU FOR YOUR RESPONSES
159
Appendix 4: Interview Guide for Principals and Deputy Principals.
My name is Noreen, a student at the Catholic University of Eastern Africa, pursuing a
Master of Education Degree in Educational Administration and Planning. I am conducting a
research on; Interventions employed in curbing the level of drug abuse in secondary
schools in, Kajiado North sub-county Kenya.
Your school has been selected to participate in the study. I am kindly requesting your
cooperation in responding to these questions which will enable me accomplish the study.
Your responses will be treated with anonymity and confidentiality. Please do not write your
name or your institution on this paper.
Thanks in advance.
Section A: Background information:
1) Gender. ………………………………………..
2) Category of School:
Single gender……………………………….
Mixed boarding and day. …………………..
Mixed day only. ……………………………
3) Type of school
Private. ……………..Public……………………
4) Professional qualification. ……………………………………………………………
5) For how long have you served this school as a Principal?
……………………………………………………………………………
6) What is the general situation of drug abuse in your school.
…………………………………………………………………….
7) Which policy does your school have against drug abuse? ……………………………..
160
8) Which strategies as a principal do you use to curb the level of drug abuse in your
school?
………………………………………………………………………………………………
……………………………………………………………………………………………..
……………………………………………………………………………………………..
9) Among the strategies employed which of them do you consider more effective in
lowering the level of drug abuse in your school? ....................................................................
………………………………………………………………………………………………
10) Which challenges do you face in the fight against drug abuse?
…………………………………………………………………………………………..
…………………………………………………………………………………………..
…………………………………………………………………………………………..
11) What other suggestions would you have that would improve drug abuse interventions in
secondary schools?……………………………………………………………………………
……………………………………………………………………………………………….
THANK YOU FOR YOUR RESPONSES
161
Appendix 5: Document Analysis Guide
1) Category of the school
Day mixed [ ] Girls boarding [ ]
Boys boarding [ ] mixed day & boarding [ ]
2) Type of school
Public [ ] Private [ ]
3) Presence of school document policy on drug abuse
Exists [ ]
Non-Existent [ ]
4) How are drug abuse policies displayed in various schools?
5) Discipline letters to students due to drug abuse:
Number of cases 0-5 6-10 Above 10
Suspension
Expulsion
Referrals
6) Drug abuse cases since 2013-2017.
Academic Year Drug Abuse Cases
2013
2014
2015
2016
2017
TOTAL
162
7) K.C.S.E Performance Records: KCSE means for the years 2013-2017
Academic Year Mean grade
2013
2014
2015
2016
2017
163
Appendix 6: Consent Form
Title of the Study: Interventions employed In Curbing The Level Of Drug Abuse In
Secondary Schools In Kajiado North Sub-County, Kenya.
Researcher’s Name: Noreen Njeri Kinuthia.
The purpose of this study is purely academic and I am interested in your opinion in
regard to the topic above. You will be asked to answer a number of questions and your
answers will anonymously be recorded only for further academic use by the researcher. I do
not anticipate any inconveniences or risks resulting from this study. In case some questions
are posed to you during the study that cause discomfort, embarrassment or seem to infringe
on your privacy, you are free to decline answering them.
Your participation is voluntary and the results of this study will be presented anonymously.
The data will be used only for academic purposes.
Participant’s Consent:
I understand the nature of this study and agree to participate.
Participant‟s Signature…………………………Date…………………………………………
164
Appendix 7: NACOSTI Research Permit
165
166
Appendix 8: Research Authorization: Kajiado County Director of Education
167
Appendix 9: Research Authorization: Kajiado North Sub-County Director of Education
168
Appendix 10: Letter of Introduction to Nacosti: CUEA.
