An Effect of Problem-Based Learning to Prevent Amphetamine Use Among Grade 8 Student, Nakornprathom Province

Abstract

This quasi-experimental research, a one group pretest-posttest design, aimed to investigate
the effects of problem-based learning to prevent amphetamine use. The sample group was
composed of 39 grade 8 students in a secondary school, Nakornprathom Province, Thailand.
The activities used in the experiment were concerned with problem-based learning about
amphetamine use and prevention, with a total of 5 learning activities. Data were collected before
and after the intervention via questionnaire and learning behavior observation form. The statistics
used for data analysis were percentages, means, standard deviations, and paired t-tests.
The results showed that after the intervention there was a significantly higher mean score in
regard to knowledge about amphetamines, perceived susceptibility of using amphetamines,
perceived severity of using amphetamines, critical thinking ability, and refusal skills among the
sampled students, compared to before the experimentation (p < 0.05). The results revealed that
the implementation of the program applying problem-based learning principles for preventing
amphetamine use was effective in promoting knowledge and problem solving skills. The
experimental group gained correct information and appropriate knowledge about amphetamines,
and improved their critical thinking ability and refusal skills. The recommendation is that problembased learning should be applied in organizing and learning programs for preventing
amphetamine use among teenagers and adolescents, with the aim of enhancing their skills in
critical thinking ability and refusal skills, which are important life skills for safe living.