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The Relationship between substance abuse and high school drop out rates. (Thesis Proposal Sample)
The paper needs to have the following in it. This is just in addition to what you already did. Thank you! *Methodology *Significance of the Study *Methodology *Population and Sample *Data Collection, *Data Analysis *Limitations of the Study *Potential Implications of the Study. The Relationship between substance abuse and high school drop out rates. source..
The Relationship Between Substance Abuse and High School Drop-Out Rates Student’s Name Student’s Number Course code Institution The Relationship Between Substance Abuse and High School Drop-Out Rates 1.0 Introduction Many people are surprised to learn that underage drinking and drug usage are crucial risk factors for poor academic performance and dropping out of school. About twenty percent of all high school pupils do not complete their education and do not graduate. This percentage is at or over 50 percent in many metropolitan regions. According to research presented in the paper titled America's Drop - out rates Crisis: The Unaddressed Link to Adolescent Substance Use (2013), substance abuse is both a cause of academic failure and a cause of academic failure. Drapela (2006) claims that extensive experience shows that juvenile drug and alcohol usage is among the most apparent and preventable reasons for subpar academic performance and dropout. According to a recent study, teenagers in danger of failing or leaving school are more likely to struggle with drug abuse. This study also discovered that these teenagers are probably dealing with additional problems that put them at an elevated danger of long-term adversity, such as unemployment, criminality, a bad family history, and poor health. 1.1 Problem statement A recent study by the Substance Abuse and Mental Health Services Administration in the United States found that high school seniors who did not complete their education by graduating were more likely to have been engaged in risky behaviours such as drinking, smoking cigarettes, using marijuana, and using other illegal drugs. Almost one in seven students dropping out of high school has significant public health repercussions for our nation. Dropouts are more likely to abuse drugs, which is particularly concerning given that they are also more likely to be in poverty, lack health insurance, and experience other health issues. Findings from the research show that students who dropped out of high school as seniors (typically between the ages of 16 and 18) are almost twice as likely to smoke or misuse alcohol as those who stayed in school. 1.2 Research Questions R1: How do drug and substance abuse contribute to increasing dropout rates in the U.S.A? R2: What role do students' parents play in their dropout decision? R3: How does a student's socioeconomic status affect the decision to drop out? 2.0 Literature review Substance abuse, often known as drug abuse, is a habit of using a drug in which the user takes the substance in quantities or by means that are harmful to oneself or others. Substance abuse is a kind of substance-dependent behaviour. According to Freeman & Simon (2015), there is a large amount of variation in the definitions of drug misuse depending on the context, including public health, medical, and criminal justice. School dropouts between the ages of 16 and 18 in the United States had a higher risk of being current users of cigarettes, alcohol, marijuana, and other illegal substances (Paul et al.,1992). According to a survey published by the Substance Abuse and Mental Health Services Administration (SAMHSA), the likelihood of them being current smokers is twice as high as that of their classmates at school (22.4 percent vs. 56.8 percent). In comparison, 18.2 percent of older kids currently enrolled in school report ever using illegal substances, whereas 31.4 percent of dropouts do. According to the survey, marijuana usage is much higher among high school dropouts (27.3%) than those currently enrolled in high schools (15.3%). Drapela (2006). found that among students who had dropped out of school, 41.6% used alcohol, compared to 35.3% of their classmates who were still in school. Drug abuse is prevalent worldwide, with estimates placing the number of people who use hard narcotics like heroin, cocaine, and other synthetic drugs at about 120 million. In 2013, drug use disorders were responsible for the deaths of 127,000 people. This number was up from 53,000 in 1990. At 51,000, fatalities caused by opioid use disorders had the most significant death toll (Paul et al.,1992). The use disorders associated with cocaine were responsible for 4,300 fatalities, while amphetamine use disorders were responsible for 3,800 deaths. An extra 139,000 people passed away as a direct consequence of alcohol use problems. It is well known that pre-adolescence and adolescence are high-risk years for consuming alcoholic beverages and illicit drugs. In addition, the harmful consequences of drug use on the developing brain are now well-known after decades of study. These impacts include cognitive deficiencies that are both long-term and irreversible. The beginning of alcohol and drug use at a younger age is linked to increased risk-taking behaviour and longer-lasting substance use, which may lead to addiction at a later age (Freeman & Simon,2015). Misuse of illegal substances is among the numerous factors contributing to a student's dropping out of school. Students who abuse drugs before withdrawing from school often lose motivation and interest in their studies and begin to do poorly academically. On the other hand, there are a few different schools of thought about the connection between drug abuse and the abandonment of educational pursuits. Some believe using drugs will impair a student's academic performance, leading them to quit school entirely (Freeman & Simon,2015). Some people assume that the fact that some people who dropped out of high school take drugs is nothing more than a coincidence, and they think there is no substantial relationship between the two. Many believe drug use leads to other issues, such as adolescent pregnancy, alcoholism, and cognitive delays, which are the real reasons for students dropping out of school. These individuals think these things are the genuine causes of students falling out of school. A significant number of research has been conducted on drug usage and school dropouts, and while the relationship between the two is not entirely understood, it most certainly does exist. Methodology 3.0 Introduction This chapter discussed the research design, population, sample size, sampling processes, research tools, data collection procedures, data analysis, ethical issues, the study's limits, and the potential implication of the study. 3.1 Research design In order to provide reliable findings, this research used both qualitative and quantitative methods in its data collection process. After researching various papers that gave essential insights on the connection between dropout rates and drug misuse in schools, this layout was selected as the best option for further exploration. The papers chosen for this specific evaluation went through a procedure consisting of many stages. The following are some of the steps that were included in their methodology: first, they conducted an extensive search of electronic databases; second, they screened abstracts based on four critical criteria (empirical study, policy or practice intervention study, K-12 population, and dependent variable [DV] = dropout rates or school completion rates); third, they presented their findings; and fourth, they discussed their findings. A third complete article screening was performed to assess whether or not the publications fulfilled all of the inclusion requirements. Lastly, an ancestral search of references was performed across all of the articles that were a part of the research that Freeman, J., and Simonsen, B. undertook (2015). 3.2 Research population and sample size Students from the eighth and tenth grades in the United States were chosen at random after the data were stratified. In this research, participants came from 230 different public and private schools. In all, 176 individuals responded to the survey, which represents a completion rate of 76%. 3.3 Research Instruments In order to gather information, I made use of standardized questionnaires. The kind of data that needed to be gathered, the amount of time that was accessible, and the research goals all had a role in the decision to use this particular instrument. 3.4 Data collection Eight public school teachers and four health educators participated in a training on survey administration that lasted for half a day before the research was conducted. This was part of the preparation for the study. They were given a script for the administration of the drug orally. In addition, the teachers were instructed on how to foster an atmosphere in the classroom that would encourage pupils to answer questions openly and forthrightly. Each data collector had to be monitored while administering the survey for the first time. This was done so that the standard operating procedures could be followed. It was needed that parents offer formal permission for their children to participate in the event; yet, 3.1% of the pupils that were there did not have this authorization. In all, 9.4 percent of the students enrolled in the program did not attend scheduled classes. Thousands of kids from around the nation participated in the research project to help enhance programs for the health of adolescents. It was expected that the questionnaire, which had a reading level of around one hour, would take approximately that amount of time to finish. 3.5 Data analysis Overall, the findings of this paper show a discrepancy between what is known about dropout risk factors, expert advice, and experimental research on dropout remedies. This review's objective was to draw attention to the need for high-quality Based on peer-reviewed empirical literature for this field of study. Numerous high school dropout prevention studies have either done intense student-level interventions or identified risk indicators for students who are likely to drop out (Dynarski & Gleason, 2002; Mann, 1986; Prevatt & Kelly, 2003; Rumberger, 1995). However, d...
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