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Effectiveness of E-Learning Courses Intervention for Illicit Drug Use Among Senior/Vocational High School Students
general and vocational high schools
illicit drug use
evaluation of intervention effectiveness
Purpose: This study developed an e-learning course on illegal drug cessation among students in general and vocational high schools and discussed its effectiveness. Methods: A two-group experimental design of pre-test, post-test, and post-post-test was adopted. The intervention and comparison groups consisted of 43 and 41 students, respectively. The former group participated in a 12-week main program followed by a 2-week booster program. A structured questionnaire was employed to collect data about the effectiveness indicators including stress management, refusal skills, pros and cons of drug use, and drug use resistance self-efficacy. The linear mixed model (LMM) was used to analyze the inter-group differences in terms of each indicator. Results: After the main intervention program, the two groups displayed no significant difference in their skills and cognitive variables. After the booster program, the intervention group performed significantly better than the comparison group in stress management, refusal skills, decision balance (the pros of drug use), and drug use resistance self-efficacy; they also scored higher in stress management, refusal skills, and drug use resistance self-efficacy; however, they scored lower in the pros of drug use. In addition, results of a urine test for the intervention group yielded no positive responses, indicating the effectiveness of the e-learning intervention course. Conclusion: The e- learning intervention course developed in this study was substantially effective in driving illegal drug cessation among students in general and vocational high schools. The findings reveal that students are receptive to an e-learning course featuring 3D animation, videos, and games.
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