plied the communication theory on its sample students in an attempt to understand the students’ perception on the use of the substances (DeSantis, Webb & Noar, 2008). Through the communication theory, the researcher would understand the health knowledge of the students, their attitudes and even reactional behaviors towards the substance. After gathering information on the students’ perception on the use of the drugs, the researcher would then be better placed to define mechanisms that would properly educate the students on the dangers of the prescription drugs (DeSantis, Webb & Noar, 2008).
The quantitative and qualitative methodologies complemented each other in the research. The two forms of methodology provided an understanding on the rising numbers on the use of ADHD stimulant use. The quantitative methodology gave the statistics on the use of the stimulants while qualitative gave results on the interviews with the students (DeSantis, Webb & Noar, 2008).
Data was collected quantitatively using surveys and qualitatively using in-depth interviews. Convenience sampling was used to get the best students to give the correct data on the use of ADHD stimulant drugs (DeSantis, Webb & Noar, 2008).
Data was gathered via the use of in-depth interviews through the hand-held audio tape recorders. Rigor was assured through training and supervising the researchers on interviewing process, the ethical strategies, and the transcription procedure (DeSantis, Webb & Noar, 2008).
Prior to participating in the study, the students were advised that the study would be voluntary and would lead to a productive educational experience. The students then provided their consent before the survey completions. Written agreements were also obtained from the students before the interview took place (DeSantis, Webb & Noar,