Relationship between Drugs and Grade Point Average - Assignment Example

? Drug and GPA Drug and GPA The relationship between drugs and Grade Point Average (GPA) raises controversial debate among professionals from different social and cultural backgrounds. Although the research on the correlation between drugs and GPA is at its infant stage, there exists enough evidence to indicate that drugs have an effects on Grade Point Average (GPA). The subsequent essay will therefore explore the effects of drugs on students’ Grade Point Average. The study disclosed that drug abuse has detrimental impacts on students’ Grade Point Average (GPA). The research findings have also observed significant reduction in GPA among male students and non-significant changes on female students. Introduction The study on the effect of drug on individual GPA is very useful and critical. This is owing to the fact that, in developed countries, one among four young people between the age of 12 and 20 are involved in drug abuse and excessive alcohol consumption. Several studies in United States learning institutions have also confirmed that drug abuse at young age significantly affects students’ academic performance. Drug abuse also results in increased conflict in schools and school dropouts. The threatening impacts of drugs and alcohol abuse on students GPA have therefore raised the need for intensive research to understand the manner in which drugs affect Grade Point Average at all academic levels (Hommer, 2003). The study will also be critical in helping the policy makers in coming up with an effective intervention measures to address the problem. Research question Does drug effect students’ GPA? Literature review Williams, Powell &Wechsler, (2003, undertook intensive researches to understand the impact of drugs on GPA. Howver, among there researches, there is no study that has presented a convincing answer. The available research findings in the journal have however confirmed that drug abuse has a critical students GPA. Drusg also dertemines whether a student will remain in school or will terminate their education for other social purposes. Most of their studies that were conducted in the United States of America in 2003 and they linked drug abuse to various social challenges in higher learning institutions including school drop outs, hangovers, alcohol poisoning, Neuro-cognitive defects, and brain dysfunction (Williams, Powell &Wechsler, 2003).. Based on this research finding, it is also clear and accurate to observe that male GPA are largely affected by drug consumption more than their female counterparts. On their part, Zimmerman, Caldwell & Bernat, (2006), obrserved that male students who engage in excessive consumptions of alcohol and drugs have a poor GPA compared to female who are involved in the same social vice. Their study further indicated that the rate of drug abuse both in high schools and in other higher learning institutions is increasing at an alarming rate. Therefore, by considering the impact of drugs on students’ performance, (Zimmerman, Caldwell & Bernat, 2006) recognised the importance of intensive research to intensively understand the manner in which drugs affects male and female students Grade Point Average (GPA) at all academic levels. The understanding of impact of drug abuse on male and female student GPA is also vital as it will help in searching for the most appropriate intervention measures to address the vice (Zimmerman, Caldwell & Bernat, 2006) Method The study used random method to identify the sample. Data was obtained from a sample from CSUN students in June, 2009 (N=541). This sample composed of 35.6% males and 64.4% females. Respondents age was between 18-54 with mean age: 25.4 (s=5.619). The sample was also from different ethical background, 20.6% Asian-Pacific Islander, 25.6% Latino/Hispanic 8.1, 39.1% Caucasian, African American, and 5.6% other. The available information also indicates that among the 36,208 students registered at CSUN43% are men and 57% are women. Ethnically, the population is composed of Asian-Pacific Islander 13%, Hispanic 30%, AIAN 0%, African American 9%, Caucasian 29%, andUnknown 13%. The mean age is 23 years. The survey tool consisted of 30 questions agreed upon by all class members. The questionnaire was useful between June 1st and June 8th among the selected samples enrolled in summer classes Data was entered in lab, edited and cleaned as a group. Professor XXXX integrated surveys findings and entered into SPSS software. Rosenberg scale(Q17). A good number of participants who were used in the study were between 18-34 years of age. Furthermore, Bivariate Correlations was useful in determining the nature and strengths of the relationship between social support and narcissism and reported living in an aggressive milieu. The Binary Logistical Regression, enter and forward method, examined statistical likelihood of identified variables for reported living in an aggressive milieu. The Multiple linear regression analysis was relevant in determining the importance of association and predictive power of gender age, ethnicity, narcissims self-esteem, social support, alcohol use, and attitude, upon reported living in a an aggressive environment. the researcher also used ANOVA (one way) in determining the mean differences of social support and self-esteem between sub groups of alcohol user. The ANOVA (two way) was also useful in accesing whether variability in results is attributable to an interelationship between two factors. Result After the research, it was clear that there were significant differences in GPA rating between students who do not use drugs and drug addict. The study also confirmed that drug abuse affect male students GPA rating more than their female counterparts. According to the research findings, it was clear that a good number whose GPA were affected by drugs were Hispanic and latino. The study als confirmed the assumptions that a good number of students are involved in drugs abuse at an average of one time in a week. However, according to research findings it was also clear that the average GPA rate for drug addicts was between 3.1 and 3.5. Limitation The researcg encountered some of the main challenges that are linked to non-randomized cross-sectional survey of CSUN. The sample that was used to collect the required information was also small and inappropriate to meet the expectation of the research. In addition the sample has 7% more females and 7% less males thus affecting its outcome. In addition the minority section of the population was underrepresented as compared to majority section of population. Although qualified professionals conducted the research, various limitations affected its outcome. A good number of respondents were reluctant in presenting the required information. The time that was set aside for the research was too limited thus affecting the outcome of the inquiry. By considering the significance of the research, the resources available for the research was also limited and inappropriate to meet the expected outcome. Conclusion In the light of the above research findings, it is clear that drugs have critical impacts on individual GPA. This is especially the case in higher learning institutions and high school where there are a huge number of students who are engaged in drug abuse. The study has also confirmed the assumptions that drugs have higher impacts on male GPA than female GPA. The research findings will be useful in coming up with the most reliable and effective intervention measure to address the problem. The research findings will also be of critical importance in helping the health sector in formulating a reliable policy to deal with the challenge. Based on this fact, there is a need for further research to understand some of the reasons that result to these differences. Therefore, in reference to the research findings, it was clear that the research did not produce surprising results. References Hommer D. (2003). Male and female sensitivity to alcohol-induced brain damage. Alcohol Research and Health, 27 (2): 181–185 Williams J, Powell LM, & Wechsler H.(2003). Does alcohol consumption reduce human capital accumulation? Evidence from the College Alcohol Study. Applied Economics, 35 (1): 1227–1239 Zimmerman M., Caldwell C. &Bernat D. (2006). The discrepancy between self-report and school-record grade point average: correlates with psychosocial outcomes among African American adolescents. Journal of Applied Social Psychology, 32 (1), 86–109 Read More