IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO.

1, MARCH, 2020

PROJECT E.N.T.A.B.L.A.D.O: A BASIS FOR PROMOTING THE DRUG

ABUSE PREVENTION ADVOCACY AND PRACTICES

JULIUS P. REYES
http://orcid.org/: 0000-0002-2426-3599
[email protected]
Natalia Velasquez Ramos Memorial Integrated School
Batangas City, Batangas, Philippines

ABSTRACT

People who abuse drugs can die or get addicted to them without realizing it. Temptation is hard to
deny. People may think they are cool if they are into it but truth is, they are not. Instead, they can
harm themselves. Using drugs is one of the huge problems in society. Meanwhile, schools are known
as the center for the development of every learner and through education, prevention of this malady
is expected with coordination with the community. This study then aimed to perform a
counterbalancing act in molding a safe and well-informed decision making in a normative culture that
can be used by all members of society, most especially the learners. In addition, it sought to promote
a project that will showcase activities and trainings of Barkada Kontra Droga (BKD) in Natalia
Velasquez Ramos Memorial Integrated School, District III-Alangilan in the Division of Batangas City,
Batangas, Region IV-A CALABARZON which will contribute as model illustration to different schools
to boost drug education, prevention and awareness and to sustain various services in the Barkada-
adopted concepts by maximizing the drug abuse prevention advocacy given by the DepEd from
various memorandum and orders. This research used the descriptive method of research with a
researcher-made questionnaire as the main data gathering instrument and supplemented with an
interview. Frequency, percentage, rank, and weighted mean were used as statistical tools in data
analysis. Thirty selected junior and senior high school teachers served as the respondents of the study.
Findings revealed that there were more activities needed to improve and to strengthen the awareness
on drug addiction among learners and also increase community involvement to keep a fully drug-free
atmosphere.

Keywords: drug awareness, drug prevention, drug education, national drug education program

INTRODUCTION

The term drugs as defined can mean as No. 9165, also known as the Comprehensive
one or more of the chemical substances that, Dangerous Drugs Act of 2002, there is certain
when taken into a person’s body, can affect the information regarding on how to incorporate the
structures, especially the functions and activities drug education in the system of learning. For
of an individual. Illegal drugs are deemed to be instance, teaching on drug education, prevention
one of the biggest issues globally today and also and awareness shall be integrated from primary
damage the lives of human beings. Using illegal until tertiary level in both public and private
drugs has expanded and entered at a high rate, institutions. Another is by giving trainings and
sparing no country from its detrimental effect.As activities that emphasize the negative effects of
provided in Section 43, Article IV of Republic Act abusing the use of illegal drugs in society.
Preventive measures on how to fight drug abuse
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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
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that can affect the holistic development of every secondary schools all over the Philippines to
person may also be included by using join this prestigious competition. In cooperation
procedures for the intervention, services like with the Dangerous Drugs Board, DepEd’s
treatment and rehabilitation and last, School Health Division and Bureau of Learner
misinterpretations on taking dangerous drugs. Support Services push the competition among
DepEd Order No. 12, s. 2009 also known as secondary schools to develop knowledge,
Strengthening the National Drug Education thoughts, and capacity to apprehend among
Program (NDEP) in Schools gives a complete stakeholders for a drug-free school. Annually,
educational program that provides a wholesome DepEd searches for schools that give
approach to address the problem on drug abuse. contributions by conducting various trainings
This is also created by higher authorities to and activities related to drug abuse prevention
enable all agencies to work with collaboration, advocacy according to DepEd Memorandum No.
where the school is the center for the 127 s. 2018, or known as the “Search for
development. This program has five important Outstanding Barkada Kontra Droga
components, the curriculum instruction, co- Implementers in Secondary School.” The
curricular and ancillary services, next is researcher engaged in this study to join this
teacher/staff development followed by parent prestigious competition since the school has a
education and community outreach and lastly strong advocacy in drug awareness and
research, evaluation, and monitoring. These are education.
applied in schools to develop consciousness
among learners and develop positive behavior OBJECTIVES OF THE STUDY
and life skills to resist drugs. According to Datuin
(2019), the Department of Education (DepEd) This study aimed to propose and
plans to integrate the government’s drug promote a project that showcases activities and
education and prevention program in the K-12 trainings on drug abuse prevention advocacy.
curriculum in the coming school year. During the Specifically, this research seeks to answer the
first part of 2019 Balik Eskwela, Glene Basio, following: 1) to evaluate the extent of
supervising education program specialist of the manifestation of teachers using drug awareness
Bureau of Curriculum Development, presented and prevention relative to cognitive
the drug education program that President development; psychomotor development; and
Rodrigo Duterte has been pushing since the start affective development; 2) to analyze the extent
of his term. The program is based on RA 7624 of the drugs awareness and prevention contribute
1992 or the law that incorporates the drug to learners’ holistic development; 3) to determine
education, prevention, and awareness in the the problems encountered by teachers in
curriculum and in other learning systems and administering drugs awareness and prevention;
ideal activities. Ongwae (2016) cited that and 4) to propose a project that showcases drug
recognized program about drug education and abuse prevention advocacy.
its implementation should be offered for learners’
moral aspects as individuals. There should be a METHODOLOGY
formulated movement or organization that gives
trainings and activities which will be set as role This research utilized the descriptive
models for their schoolmates about drug research design to find out and determine the
education and prevention supported by their extent of activities on drug awareness and
school administrator as pieces of development. education for learners. The subjects of the study
According to Hernando-Malipot (2018), DepEd is were 30 designated junior and senior high school
conducting a search for the outstanding Barkada teachers at Natalia Velasquez Ramos Memorial
Kontra Droga Program Implementers. Education Integrated School, District III-Alangilan in the
Secretary Leonor Briones encouraged Division of Batangas City. With the permission
granted from the school head, the
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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 1, MARCH, 2020
questionnaires distributed were retrieved based Preventive Drug Education Program (PDEP)
on the agreement of the researcher and the which aim is to integrate drug abuse prevention
respondents concerned. The data were tallied, across all learning areas.
tabulated and interpreted using the appropriate
statistical treatments. There was 100 percent Table 1
retrieval of the questionnaire. To analyze the Activities in Terms of Cognitive Development
gathered responses, the researcher used the Items WM VI
following descriptive statistical tools which are 1. Integrating the drug education 3.04 ME
frequency and percentage, ranking and program in teaching-learning
weighted mean. process

2. Relating the importance of drug 3.0 ME

education and awareness in
RESULTS AND DISCUSSION learning discussion
3. Preparing activities that enhance 2.93 ME
1. Extent of Manifestation of Teachers Using learners’ ideas and concepts about
Drug Awareness and Prevention drug education such as Quiz Bee
4. Encouraging learners to participate 2.89 ME
Activities in drug awareness and in any school activities that give
prevention used in the secondary level refer to more knowledgeable information
about drug education
the use of teaching strategies/techniques, or
actions by the teachers for their learners in the 5. Giving different teaching styles in 2.78 ME
different domains or development. These order to give more acquisition on
activities were important because learners drug education and awareness
engage actively with one another to sustain and
Composite Mean 2.92 ME
share responsibilities to attain goals which were
the keys to attain their consciousness related in
drug education. Preparing activities that enhance
learners’ ideas and concepts about drug
1.1 Cognitive development. Cognition refers education was encountered to a moderate extent
to how learners especially in the secondary level as revealed by the weighted mean of 2.93.
think, pay attention, remember, and learn. It is an Teachers were always ready to give meaningful
important aspect of students’ overall learning by giving various activities to students in
development. Students are constantly learning order for them to acquire knowledge that can be
new ideas, how things work, and how to solve used in the future. This supports the statement
problems. These are aspects of learners’ in DepEd Memorandum No. 174 s. 2018 or Drug
cognitive development that may be affected Abuse Prevention and Control Week which cite
when a child has an interrupted education. Table that people must be made aware especially the
1 presents the activities of the learners used by learners on the exposure to drugs and deeper
the teacher-respondents in terms of cognitive enhancement to resolve the fight against this risk
development. Integrating the drug education by doing school-based competitions like Quiz
program in teaching-learning process was Bee, slogan and poster making contest. In the
assessed to a moderate extent as reflected in same manner, giving different teaching styles in
the weighted mean of 3.04. Emphasizing order to give more acquisition on drug education
preventive drug education concepts by its and awareness was assessed also to a
integration to other learning areas is very moderate extent and had a weighted mean of
essential as teachers are responsible to mold 2.78. This practice was based on the idea of
learners to become good citizens. This Datuin stating that the government plans to
discussion substantiated the information given integrate the drug education program into the
by DepEd order No. 30 s. 2018 also known as curriculum as RA 7624 of 1992 or a law that

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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
104
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integrate drug abuse prevention in the school Education Program to share and make
curricula. It can be gleaned that most of the items consciousness on the ill-usage of drugs in the
on teacher- respondents on the extent of use of society. Meanwhile, conducting active
activities in terms of cognitive development were participation of learners by modifying their skills
assessed as manifested to a moderate extent in campaigning drug awareness was developed
and had a composite mean of 2.92. This also to a moderate extent as shown by the
suggests that teachers should prepare different weighted means of 2.81. Educating the learners
cognitive skills for development activities so that about drug obliteration in school was very
learners benefit from these that promote their important for them since drug issues were
active learning. among major societal problems nowadays. This
further proved the idea from The Comprehensive
1.2 Psychomotor Development. The Dangerous Drugs Act of 2002 which mandates
psychomotor aspect is the relationship between one of the agencies of government especially the
cognitive functions and physical movement of Dangerous Drugs Board (DDB) to have a policy
every learner. In this domain, attention was given and strategy-making body that design and
to the learning of coordinated activity while develop programs on drug education,
verbal processes were not emphasized. prevention, and control which was supported by
Table 2
different orders, memorandum, and circulars
Activities in Terms of Psychomotor Development from the Department of Education. Moreover,
participating as part of the teaching-learning
Items WM VI process while teachers integrate drug education
1. Participating in any outdoor activity 2.93 ME in their lessons reflected to be done to a
that is related on drug education and
awareness moderate extent as shown by the weighted
2. Preparing physical activities that 2.89 ME mean of 2.70. It can be gleaned that most of the
improve learner’s wellness about drug items on teacher-respondents on the extent of
education such as sports use of activities in terms of psychomotor
3. Conducting active participation of 2.81 ME
learners by modifying their skills in
development were assessed as manifested to a
campaigning drug awareness moderate extent and had a composite mean of
4. Attending trainings related to drug 2.74 ME 2.81. This means that there were many activities
education and prevention needed to improve and enhance for learners’
5. Participating as part of teaching- 2.70 ME need to be proactive to boost their healthy living.
learning while teachers integrate drug
education in their lessons Learners who set up their healthy lifestyle at a
Composite Mean 2.81 ME young age will carry them for the rest of their
lives.

Table 2 shows the activities in terms of 1.3 Affective Development. Affective

the psychomotor development of the learners domain plays an undeniable role in the education
according to the teacher-respondents. of learners because it emphasizes educational
Participating in any outdoor activity that is related objectives that express different kinds of
to drug education and awareness had a emotions either degree of attitude or situation of
weighted mean of 2.93 and manifested as to a learners. This presents from an easy to complex,
moderate extent. Giving a chance for learners in but internally consistent qualities of attitude and
doing outdoor activity was significant for them behavior and moral sense of every
because they were to develop social interaction learner. Table 3 illustrates the affective
outside the school which was considered as part development of the learners according to the
of experiential learning in the community. This teacher-respondents. It can be seen from the
result is aligned to DepEd Order No. 12 s. 2009 table that appreciating the importance of the
which supports the community outreach activities on drug education and awareness was
program of Strengthening the National Drug developed also to a moderate extent as shown
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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
105
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 1, MARCH, 2020
by the weighted means of 3.0, while recognizing understanding of emotions and engagement in
learners’ efforts in the activities related to drug competent social interactions. Producing
education was to moderate extent as shown by stimulation on affective development of using
the weighted mean of 2.89, respectively. Giving trainings and activities was vital for learners’
learners recognition who had contributed in the education. Education is affective learning; the
activities about drug education was essential for goal is to assist learners to draw their meaning
them and to the persons behind the activities. out of life skills.
Table 3
2. Contribution of Drug Awareness and
Activities in Terms of Affective Development
Education to the Learners’ Holistic
Items WM VI
Development
1. Appreciating the importance of the 3.0 ME
activities on drug education
awareness Educating learners is one of the main
2. Cooperating with adults and peers 2.93 ME ways to develop awareness on drugs to become
in group related to drug education good citizens of the Philippines and for their
3. .Recognizing learners’ efforts in 2.89 ME holistic development. It contributes to self-worth
the activities related to drug
education
by offering learners’ sense of building their
4. Promoting the value of activities 2.81 ME uniqueness and confidence. It is an integral part
which contributes learning journey of a learner’s foundation and supports their
on drug education learning journey, too. Learners can develop
5. .Respecting learners’ similarities 2.78 ME
many activities which can be an instrument to
and differences related to drug
awareness and education draw youths away from using drugs. Table 4
Composite Mean 2.88 ME explains the contribution of play-based learning
activities of the pupils according to the
These findings conform with Hernando- respondents.
Malipot’s report on current DepEd secretary
Leonor Briones who said that the competition Table 4
Contribution of Drug Awareness and Education to the
aims to determine the scope of the program Learners’ Holistic Development
using implementation by the division and Items WM VI
regional offices; motivate the program
1. Offer opportunities to form enduring 3.0 ME
implementer to express enthusiasm, leadership, bonds of socializing, including with
and profound commitments to the execution of their schoolmates
the program by giving recognition and award to 2. Gain range of gesture, agility, 2.93 ME
the person who shared their efforts for the collaboration, balance, resiliency, and
fine and gross motor exploration
success of every activity related to drug 3. Achieve balance, coordination and 2.81 ME
education and advocacy to program related to strong, flexible bodies, which are
personnel’s efforts. Respecting similarities and significant for the learners’
differences related to drug awareness and accomplishment in their development
4. Facilitate gender role development 2.78 ME
education had a weighted mean of 2.78 and
5. Encourage to enhance the different 2.74 ME
manifested as to a moderate extent. Equality and multiple intelligences among learners
equity were important today since people Composite Mean 2.85 ME
facilitate gender role development. Based from
the findings, teachers assessed that the As seen from the table, offer
activities relative to drug education in terms of opportunities to form enduring bonds of
affective development had a composite mean of socializing, including with their schoolmates was
2.88 and manifested as to a moderate extent. done to moderate extent as reflected in the
This can be inferred that teachers should give weighted mean of 3.0. Socializing the students
activities that can support learners’ with other students is a form of interaction until it
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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
106
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 1, MARCH, 2020
become a peer group and it has a vital role in In the high school level, abilities change
developing good leadership among students for greatly among learners as these may have been
the goodness of everyone. This supports the influenced by their inborn talents, parents’
idea of Board Regulation No. 5 s. 2007 of participation, and former educational
Dangerous Drug Board which the flagship of experiences. It's hard to impart knowledge and
Barkada Kontra Droga, with a mission of ideas to learners who did not pay attention, and
empowering learners to be agents in promoting lack of involvement in various activities in school.
a healthy, and drug-free lifestyles through There were also accomplishment reports that
participation in every holistic activity. Achieve needed to be submitted as one duty and
balance, coordination, and strong, flexible responsibilities in the field of teaching. Table 5
bodies which are essential to the learners’ shows the constraints met by teachers relative to
performance in the development was assessed activities in the drug education program.
to moderate extent as revealed by the weighted
Table 5
mean of 2.81. Giving students leisure activities
Constraints met by High School Teachers in conducting
was very important for them to become drug awareness and education
physically fit. This statement supports the idea Items WM VI
in DepEd Memorandum no. 127 s. 2018 stating
1. Flexibility for teachers to arrange time 2.52 ME
that to sustain and support the services in the according to learners’ needs
Barkada-adopted concepts, building skills, regardless of time allotment
ideas and knowledge among learners and 2. Lack of source of fund in order to 2.33 ME
stakeholders in innovating active responses for allocate the needs of the activities
3. 3.Insufficient training/ seminars 2.30 ME
the school by doing alternative way such as attended
sports like Basketball is one of the essential 4. Short time allotment in adopting 2.26 ME
factors to Strengthen the National Drug activities in the school
Education Program. Meanwhile, indicator on 5. Failure of administrator/s to support 1.85 ME
encourage to enhance the different multiple NDEP projects such as training and
activities
inteliigence among learners had a weighted Composite Mean 2.53 ME
mean of 2.74 and manifested as to a moderate
extent. This may be deduced as individual Failure of administrator to support NDEP
differences among learners were very visible in projects such as training and activities was the
the school. With the help of teachers, they gave lowest among constraints met by teachers
learners a chance to participate in activities relative to activities on drug education which
wherein their talents, skills, abilities were further acquired 1.85 weighted mean and done to some
strengthened that will help them become better extent. School heads support their teachers and
persons. Results revealed that the composite students in advocacy related to drug education
mean in the assessment of teachers in regard to to be more able and willing to investigate future
the contribution of drug education trainings and experiences leading to continuing development.
activities towards holistic development was 2.85 When giving the opportunity to lead, teachers
with a verbal interpretation of moderate extent. vested and wanted to see their
This signifies that there were more activities that accomplishments successful in any trainings
they needed to enhance and promote to and activities on drug awareness. This supports
strengthen the drug education in school. the idea of Ongwae who stated that school-
based program that contains activities about
drug education should be supported by school
3. Constraints met by High School Teachers administrators for the development of the school
in Conducting Drug Awareness and and essential portion of the wide-ranging that
Education require participants such as stakeholders and
other agencies both public and private
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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
107
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 2, NO. 1, MARCH, 2020
institutions. Based from the findings, results RECOMMENDATION
revealed that the composite mean in the
constraints met by high school teachers in In the light of the findings and
conducting drug awareness and education was conclusions of the study, the following
2.53 with a verbal interpretation of moderate recommendations are endorsed:
extent. This signifies that there were more
activities that they needed to strengthen relative 1. That the sets of activities initiated by the
to the national drug education program by giving researcher may be further validated by
ample time and efficient support by the the secondary teachers for
stakeholders. implementation for the holistic
development of learners.
2. That the learners may be encouraged to
4. Proposed Project for Drug Abuse Prevent attend seminars to raise their awareness
Advocacy on the alternative ways and gain new
ideas that may improve their
The acronym called project understanding about drug obliteration.
“E.N.T.A.B.L.A.D.O” stands for Enhancing and 3. That a similar study be conducted using
Nurturing Training and Activities to Boost other teachers from different districts in
Learning about Drug Obliteration was the output the Division of Batangas City to
of this study. This project is composed of various determine the use of trainings/activities,
activities that promote practices of drug abuse and their impact to learners’ learning.
prevention advocacy, which give a chance to
each learner to have education and awareness ACKNOWLEDGEMENT
on drugs.
The author is indebted to all people for
the priceless help and contributions they gave.
CONCLUSION With this in mind, the author would like to extend
his heartfelt appreciation and gratitude who
Based on the findings of the study, the shared their time and efforts in doing this study.
following conclusions are drawn.
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1. Teachers need to improve and enhance Board Regulation No. 5, s. 2007. Institutionalizing the
their trainings and activities in drug barkada kontra droga program.
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2. Trainings and activities contribute to the on/2007/Bd.%20Reg.%205%2007.pdf
learners’ holistic development to a
moderate extent. Datuin, O. (2019).Deped to Integrate Drug Education
3. Constraints met by teachers in conducting into Curriculum. The Manila Times.
trainings and activities are to a moderate https://www.manilatimes.net/2019/04/16/news/n
ational/deped-to-integrate-drug-education-into-
extent.
curriculum/540845/
4. The set of activities designed by the
researchers to manage trainings and DepEd Memorandum No. 127, s. 2018. Search for
activities of learners about drug Oustanding Barkada Kontra Droga
obliteration may improve and acquire the Implementers in Secondary Schools
learners’ holistic development skills, and for School Year 2017-2018.
other areas of learning. https://www.deped.gov.ph/wp-
content/uploads/2018/08/DM_s2018_127.pdf

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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
108
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DepEd Memorandum No. 174, s. 2018. Drug Abuse COPYRIGHTS
and Prevention Week.
https://www.deped.gov.ph/wp- Copyright of this article is retained by the
content/uploads/2018/11/DM_s2018_174.pdf author/s, with first publication rights granted to
IIMRJ. This is an open-access article distributed
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commons.org/licenses/by/4).
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Schools.https://www.deped.gov.ph/2009/01/30/d
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65_2002.html

AUTHOR’S PROFILE

Julius P. Reyes, received the Bachelor of

Secondary Education major in
Social Studies at Kolehiyo ng
Lungsod ng Lipa in 2009,
Master of Arts in Education
major in Educational
Management at Batangas
State University in 2019. He also recognized as
one of the “Most Outstanding Teacher in
NAVERA MIS for the school year 2018-2019. As
an educator he became part of different research
conferences and presentations in the national
and international platform.

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REYES, J. P., Project E.N.T.A.B.L.A.D.O: A Basis for Promoting the Drug Abuse Prevention Advocacy and
Practices, pp. 102 – 109
109