| Summary: | 碩士 === 大漢技術學院 === 流通與行銷管理研究所 === 107 === This study investigates the methodologies of programs aimed at the drug abuse prevention in institutions of secondary education in the Hualien region. Pre-testing questionnaire is created and vetted by experts before being administered in the field for pre-testing, followed by reliability and validity testing, and finally category analysis to complete the assessment of the questions in the pre-test for the final construction of the formal questionnaire. The dimensions of the formal questionnaire include “promotion needs,” “drug use attitude,” “learning methods,” “degree of satisfaction.” The targeted survey group comprises first- and third-year students in high schools and vocational schools in Hualien county. The returned data are processed through SPSS for descriptive statistics, independent sample t-test, ANOVA, the Scheffe post hoc test, Pearson product-moment correlation coefficient analysis, and regression analysis. The research results are the following.
1. Drug abuse prevention program results:
(1) Students show positive feedback in satisfaction, learning method, promotion needs, and drug use attitude, but regarding learning method and promotion needs there is still much room for growth.
(2) Students gave positive responses to promotion needs, with the highest need being “I want to learn more about the dangers of drugs;” students show a low degree of need for knowledge on the classification of drugs.
(3) Students gave positive feedback on drug use attitude, agreeing most to the statement “I think I need to judge what is right and wrong when I am with friends, and not use drugs because my friend told me to.” They also agree to the statement “I think quitting drugs is difficult,” indicating that students think that quitting drugs is difficult.
(4) Students respond positively to learning methods, and they agree most to the statement "I like using anti-drug films to promote methods of drug abuse prevention.” Students also recommend that pamphlet-based promotional methods such as anti-drug classroom learning sheets and promotional posters can be designed with more youth and spirit to attract students’ attention.
(5) Students respond positively to the satisfaction of anti-drug promotion programs, agreeing most to statements including “I think schools promoting methods of refusing drugs can contribute to prevention of drug use,” “I think schools promoting the dangers of drugs can contribute to the prevention of drug use,” and “I think schools organizing anti-drug curricular activities can attract my attention.”
2. The effect of diverse backgrounds on prevention of drug abuse
(1) All students show consistent opinion on the four dimensions regardless of gender, and gender does not contribute to significant differences in perception testing.
(2) When considering differences in general versus vocational school systems, new students generally respond positively to anti-drug attitudes and agree to schools intensifying anti-drug promotions. In perception testing, new students respond better compared to third-year students, indicating that schools ought to be more innovative in anti-drug promotion towards senior students, to prevent repetition and inefficiency that could lower student learning performance.
(3) Different residential regions do not contribute to any difference in the favorable opinion of students towards the schools’ anti-drug strategy.
(4) In terms of correlational study, learning method and degree of satisfaction show a high correlation, which means that the more interest schools can generate in terms of promotional methods, the more effective schools can be in increasing the degree of satisfaction.
(5) Different families show different degrees of agreement on drug use attitude. Households with income below 22,000 NTD report the lowest response. Schools can improve their efforts in anti-drug promotion targeting low-income households to raise the awareness of students on anti-drug attitudes.
(6) Students with parents in different professions are no different from others in their positive attitude towards the schools’ anti-drug strategy.
(7) Students’ parents with higher degrees of education would have an intensifying effect on the students’ anti-drug attitude. Schools ought to focus on families with parents of lower degrees of education regarding drug abuse in order to enhance the students’ anti-drug awareness.
(8) As for students working part-time jobs, they show no difference from others in their positive opinion towards the anti-drug strategy of the schools. In perception testing, students with no part-time jobs show better awareness of drug abuse than those with part-time jobs.
(9) On the issue of students joining anti-drugs related clubs and societies, students’responses conform to their opinion on schools’ anti-drug strategy. In terms of perception testing, their opinions are also identical.
3. The regression formula of this study is the following: degree of satisfaction = 0.639 + 0.589 x learning method + 0.165 x promotion needs + 0.085 x drug use attitude, which means that when learning methods, promotion needs, drug use attitudes are known, then the degree of satisfaction can be anticipated. The coefficient of determination R squared is 0.591.
4. Pearson coefficient analysis indicates that the Pearson coefficients of the learning method and degree of satisfaction are highly correlated, meaning that schools can increase the degree of satisfaction by increasing the interest of students through promotion methods.
5. This study focuses on first and third-year students in high schools and vocational schools in Hualien county. The questionnaires were not administered to promoters of drug abuse prevention working for the schools, and the knowledge and methods of the promoters of drug abuse prevention have not been considered in the scope of this research. It is recommended that future research can consider these aspects.
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