The effect of electronic and printed module about drug abuse prevention on teachers’ beliefs in Indonesia

Abstract

Background: Drug abuse is a serious global health problem. Globally, 269 million people or 5.3 percent of the population aged 15‒64 years used drugs in 2018. Evidence shows that most drug addicts start using drugs in adolescence (<15-years-old). Adolescents need role models who are able to guide them; teachers have important roles as they are primary role models for students. Therefore, teachers should have positive beliefs to guide students effectively, i.e. they should have good awareness about the threat of drug abuse and high confidence to implement required prevention. This research developed an alternative electronic delivery method of learning material to empower teachers in preventing drug abuse. This study aimed to compare the effect of the electronic and a printed teaching module on teachers’ beliefs about drug abuse prevention. Methods: 260 junior high school teachers were selected randomly. These teachers were split into two groups. Before intervention, a questionnaire was completed by both groups. The teachers then completed the learning material: electronic module in the first group and printed module in the second group. One month later, data was collected from both groups using the same questionnaire to assess the beliefs of the teachers Results: There was significant positive effect on teachers’ beliefs, both in electronic module and printed module groups. All categories of beliefs at one month after intervention were significantly higher than those at baseline (P<0.001). Based on between group comparison analysis of mean changes, perceived susceptibility in electronic module group was significantly higher than printed module group (P<0.001), while perceived severity, benefits, barriers and efficacy were not significantly different (P>0.05). Conclusions: Electronic and printed module intervention significantly increased teachers’ beliefs in drug abuse prevention. The printed module was still effective to be used as learning media, while the electronic module was an alternative with some advantages.

Towards an Enhanced Implementation of Printed Modular Distance Learning in the Philippines: A Meta-Synthesis

“…This strategy is known to be self-paced, which ensures that learning happens even without a teacher since it contains essential features that foster independent learning, such as: clearly defined behavioural objectives or learning outcomes; precise procedural instructions; coherent and systematic learning activities; and assessment methods that consider student needs and curriculum competencies (Agayon et al, 2022;Fungo-Fulo & Deri, 2022;Gueta & Janer, 2021;Khabibah et al, 2021;Nacar & Camara, 2020;Palad, 2022;Pura & Galicia, 2022;Roman, 2021). With these features, several institutions have started using MDL to facilitate learning across various academic areas (Ghozali et al, 2020;Jaenudin et al, 2017;Rochsun & Agustin, 2020).…”

“…The electronic version can be interactive by utilizing multimedia, like providing automatic feedback after students have completed various tests or quizzes (Sugihartini et al, 2017). It has been proven in many studies that the effectiveness of MDL in both print and electronic formats improves student outcomes (e.g., Ghozali et al, 2020;Jaenudin, 2017). However, since not all countries have the resources to adopt the electronic version widely, many countries, like the Philippines, have adopted the print type of MDL.…”