Effectiveness of ASEI-Based Instructional Strategies in Shaping Students’ Attitude Toward Drug Abuse Education in Basic Science Classrooms
Abstract
This study critically examines the Effectiveness of ASEI-Based Instructional Strategies in Shaping Students’ Attitude toward Drug Abuse Education (DAE) in Basic Science Classrooms. Within Abuja, Nigeria. Guided by two core research questions and hypotheses. The study adopted a quasi-experimental, pretest-posttest control group design, the research involved a purposive sample of 120 Basic II students from two co-educational public schools in the Abuja Municipal Area Council (AMAC). One school constituted the experimental group, receiving instruction through the ASEI-Based strategy, while the other functioned as the control group and was exposed to traditional teaching methods. Data were collected using the Basic Science Attitude Scale (BSAS), a 30-item instrument adopted from Eze, et. al (2020) to measure students’ attitudes toward drug abuse education. The instructional intervention lasted for four weeks, after which pretest and posttest attitude scores were compared using descriptive statistics and Analysis of Covariance (ANCOVA) to control for initial group differences. The results of the ANCOVA revealed significant differences in post-intervention attitude scores, indicating that students exposed to ASEI-based instruction developed more positive attitudes toward drug abuse education compared to their counterparts taught through conventional methods. Furthermore, findings showed no gender-based variations in attitude changes within the experimental group. These results underscore the pedagogical value of ASEI-based strategies in enhancing affective learning outcomes, especially in sensitive health-related education such as drug abuse prevention. Therefore, the study recommended among other that the use of ASEI-Based should be reinforced as student-centered pedagogy in addressing not only cognitive but also affective learning outcomes in science education, particularly in areas involving social and health-related issues.
References
1. Abubakar, I. M., & Aliyu, R. (2021). Gender differences in perception and attitude toward drug abuse among secondary school students. International Journal of Education and Social Science Research, 7(3), 12–22.
2. Aregbesola. B.G. (2023). Effects of Integrated Group Based Mastering Learning Model on Students’ Achievement in Rate of Reactions, AMAC Area Council, FCT-Abuja Nigeria. Best Journal of Innovation in Science, Research and Development, 2,(8), 112-120. Retrieved from http://www.bjisrd.com/index.php/bjisrd/article/view/525
3. Ajayi, K. O., & Adu, E. O. (2017). Effectiveness of ASEI and PDSI approaches in enhancing students’ achievement in biology in Nigerian secondary schools. Journal of Education and Practice, 8(21), 94–101.
4. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
5. CEMASTEA. (2016). ASEI and PDSI classroom practices: A guide for effective teaching of science and mathematics. Nairobi: Centre for Mathematics, Science and Technology Education in Africa.
6. Chukwuemeka, E.J. & Aregbesola, B.G. (2025). Secondary School Teachers' Proficiency in Integrating Technology within their Subject-Matter Contexts in Nigeria. Ilorin Journal of Education (IJE). 45, 2. https://ije.unilorinedu.sch.ng/index.php/ije/article/view/245.
7. Eze, T. I., & Ugwoke, S. C. (2020). Gender and attitude of secondary school students toward drug abuse in Enugu State. Journal of Education and Practice, 8(14), 65–71.
8. Ibrahim, S. M., & Danjuma, B. M. (2021). Gender-sensitive teaching strategies and their impact on students' attitude in Nigerian secondary schools. Journal of Educational Psychology and Curriculum Development, 9(4), 211–225.
9. Nwankwo, C. N., & Ogbuagu, N. C. (2021). Limitations of traditional science teaching methods in fostering positive health attitudes among adolescents. Journal of Innovative Education, 7(3), 34–45.
10. Ojelade, I.A., Adams, E. &. Aregbesola, B.G. (2021). Attitude of Science Secondary School Students to Social Media Usage in Gwagwalada Area Council. Zamfara International Journal of Education. 1(1), 299-316. www.zijedufugusau.com
11. Ojelade, I.A. & Aregbesola, B.G. (2018). Science Education as Panacea for Security Challenges in Nigeria. Abuja Journal of Education. Vol 1(1), 306-332.
12. Olaleye, F. O., & Fatoki, O. O. (2022). Research gaps in drug abuse education in Nigerian secondary schools: A critical review. Nigerian Journal of Educational Studies, 18(3), 99–111.
13. Oladipo, G. O. (2020). Teacher preparedness and challenges in implementing ASEI-PDSI strategy in Nigerian secondary schools. Journal of Science Education and Technology, 29(2), 145–157.
14. Okafor, C. J., & Ibe, E. O. (2020). Gender and health behavior: A study of secondary school students’ perception of drug abuse education. Nigerian Journal of Health Education, 20(2), 47–56
15. Okafor, U. O., Eze, S. N., & Ajayi, T. O. (2022). Gender differences in attitude and behavioral intention toward drug abuse prevention programs. Journal of Health Education and Promotion, 16(1), 29–43.
16. Oshodi, O. Y., Aina, O. F., & Onajole, A. T. (2010). Substance use among secondary school students in an urban setting in Nigeria: Prevalence and associated factors. African Journal of Psychiatry, 13(1), 52–57.
17. Okeke, A. O., & Eze, C. E. (2021). The effect of ASEI-PDSI instructional strategy on students’ attitude and resistance to drug abuse. Journal of Science Teaching and Learning, 14(2), 134–148.
18. Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
19. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
20. Yusuf, A. (2019). Innovative methods of teaching science in Nigerian secondary schools: The way forward. Journal of Education and Practice, 5(27), 48–53.
