Nov. 2009, Volume 6, No.11 (Serial No.60) US-China Education Review, ISSN 1548-6613, USA Building a customized module for the treatment of drug addiction under the remedial programs to be implemented on inmates at the drug rehabilitation centers in Malaysia Jamaludin Ahmad, Tajularipin Sulaiman, Saifuddin Kumar Abdullah, Junaidi Shamsuddin (Faculty of Education Studies, University Putra Malaysia, Serdang 43400, Malaysia) Abstract: The purpose of this study was to build a customized module for the treatment of drug addiction under the remedial program to be implemented on inmates at the drug rehabilitation centers in Malaysia. The centers were operated by the National Anti-Drug Agency (Agensi Anti Dadah Kebangsaan, AADK) under the Ministry of Home Affairs. The research design used was a descriptive study. The building of the module involved nineteen personnel, comprised of an Anti-Drug Special Officer from the State of Selangor Department of Education, nine Anti-Drug Special Officers, each from the nine District Offices of Education and nine selected school counselors, each representing their districts. The model used as reference in the building of the module was Russell s model (1974). The results showed that model proposed by Russell (1974) was suitable to be used in the building of the module. Finally, several suggestions and/or recommendations were given at the end of this research report. The report ended with the concluding remarks. Key words: module; drug; treatment 1. Introduction On February 28, 1983, the National Cabinet Committee on Anti-Drug Abused had declared Drug Abused as the Nation s Major Enemy. Since then till this day, the problem of drug abused had not ceased and the number of drug addicts increases from day to day. Even, new drugs were formulated, each having a special name. The problem had gained attentions at every levels of the society both locally and abroad. In Malaysia, the problem of drug abused was serious and cancerous throughout every corners of the country without exception of race, age, religion, gender, educational background, profession and one s ideology. As mentioned above, the problem had gone far and wide. Those taking drugs included the old, the adults, the youth, the adolescences and even children were not spared from it. The victims of drug abused were in their worst conditions with the introduction of new drugs including an increasing number of artificial or chemically-made drugs. This unhealthy development put the youth and children at risk of getting involved in the misused and abused of drugs. The National Anti-Drug Agency (AADK) had reported that in the year 2004 there were 195,893 drug addicts Jamaludin Ahmad, Ph.D., Faculty of Education Studies, University Putra Malaysia; research field: guidance and counseling. Tajularipin Sulaiman, Ph.D., Faculty of Education Studies, University Putra Malaysia; research field: education. Saifuddin Kumar Abdullah, M.Ed., Faculty of Education Studies, University Putra Malaysia; research field: guidance and counseling. Junaidi Shamsuddin, M.Ed., Faculty of Education Studies, University Putra Malaysia; research field: guidance and counseling. 57
arrested and ordered to undergo treatment at the Drug Rehabilitation Centers all over the country. The government had spent an amount of 867 millions (Malaysian Ringgit) to pay the cost of the treatment and remedial programs of the drug addicts and the running of the Rehabilitation Centers in the country. This showed that the drug problem was at the critical stage for every one especially parents. Parents were in the state of fear. Nowadays, to raise children was no longer an easy task anymore. To the leaders of the nation, they had a tremendous responsibility to initiate every effort to safeguard the citizens from the danger of drug abuses. The data produced by the National Anti-Drug Agency (2005) stated that from the total number of 195,893 drug addicts, a total of 2,733 new addicts were pupils and students from both primary and secondary schools while 2,938 were of the relapse cases in the year 2004. The data triggered the government in cooperation with other bodies and agencies to come out with various programs to eradicate the problem of drug abused and drug addiction in the country. 2. Statement of problem Under the administration of the government, the Prime Minister, Abdullah Badawi had implemented various approaches in the effort to curb the drug abused problem in the country. The Prime Minister also as the Minister of Internal Security Affairs had established a special agency related to drug as well as combating the drug menace. This agency was named the National Anti-Drug Abused Agency (AADK). The government had announced that by year 2015, the country would be free from drug problems. The agency had introduced various activities in their efforts towards bringing out the awareness, the lessons learned and the awareness among Malaysian pertaining to drug abused. Among the efforts was working together with schools to curb the drug influences among students. This is because the schools are very important institutions in the effort to produce Malaysians as the future human capitals free from drug influences. The Ministry of Education was always aware of the responsibility of safeguarding schools to be free from drugs through the management and leaderships, curriculum and co-curriculum and the development of a healthy personality. Hence, the Ministry of Education had set the goal that Schools Free from Drug Abused would be achieved by year 2012. Although a lot programs and monies spent by the government to eradicate the drug abused problem through AADK as well as schools and other agencies, the drug abused problem was still at the critical level. Looking at the targeted year of 2015 for the nation to be free from drug problem, the nation was left with a 7-year period to strive in order to achieve the goal. The question is could it be achieved? These are the targeted years that should be look upon from various parties whether the government or non-governmental bodies to ensure its success. 3. The objective and research question The objective of the study was to build a customized module for the treatment of drug addicts/inmates undergoing their terms at the rehabilitation centers in the country. In general, the study will answer the following question: What are the methods used in the building of this customized module in treating of drug addicts and drug addiction? 4. Research methodology 58
4.1 Research design The research was an evaluation-typed research for the purpose of identifying the methods used in the building of a module particularly designed for the treatment of drug addicts. Mohd Majid Konting (2004) stated that a descriptive study was a study aimed at explaining certain existing phenomenon as well as exploring new or less focused field of study. Another researcher, Sidek Mohd Noah (2001) explained that a descriptive study can be used to give a systematic explanation related to facts and characteristics of a population or an interested field to be studied, factually and empirically. Therefore, the descriptive research design was appropriate and suitable related to studies regarding module building. Furthermore, there were still not many studies done related to module building of this kind. Indirectly, this research design was found to be most suitable to be used to seek answers for the research question above mentioned. 4.2 Research subjects The research involved special drug prevention officers who were directly responsible with drug abused prevention programs. A total of nineteen officers were involved in the building of the treatment module comprising of one officer from the Selangor State Department of Education, nine from District Offices of Education and another nine were school counselors, each representing their districts. Apart from that, five research assistants were assigned to assist in the module s building, more of clerical tasks. The model referred was Russell s model (1974). The model had been introduced for quite sometimes and found to be applicable in the effort to build various types of modules. 4.3 Research location This research had been done in the Putra University of Malaysia. All the research subjects or module developers attended a meeting at the university for four days to discuss, build or construct, refine and improve the completed module with the clerical help from the five research assistants. 4.4 Research instrument The research on the module building was based on Russell s model. Russell (1974) outlined that in building or constructing modules several components must be taken into account and several steps must be followed (Figure 1). He further stated that firstly, the objective(s) of the module should be underlined in term of what is/are to be achieved? He reminded not to have too many objectives (overt behaviors change to be achieved) and suggested that only three to four objectives were sufficient. Secondly, the module builders/constructors must develop the measurement items to test the understanding of respondents of the module. The questions or the measurement items developed can be based on the underlined objective(s). They also can be based on the steps of every activity in the module. Thirdly, the module developers need to make an analysis pertaining to the performance of respondent that had undergone the activities based on the module. The respondents performance can be categorized as (a) good, (b) average, and (c) weak. Every category of the respondents performance needs different approaches to achieve the objectives. It means that the module was developed based on the respondents performance. The factors that were taken to account in the construction were the respondent s ability, intelligence and capability. In other words, the modules were able to be followed by all categories of the respondents. Fourthly, the module needed to be arranged accordingly to pair with suitable media as the reinforcement and complementary materials. The completed module will undergo the pilot test with the aims of identifying 59
weaknesses or any deficiency that might existed. The module then, will be tested on it validity and reliability before it undergo experimentation or trial implementation to determine its effectiveness. If the module (after it had been tested) was able to achieve the objective(s) and produced the intended impact, then, the module can be concluded as fulfilling the prerequisites of the module building and may be implemented. Russell (1974) reiterated that the most crucial element in the module building was the implementation stage on the targeted group. At this stage, only then we can determine that the objectives would be achieved or vice versa. If the objectives were not met, the process of testing the module will be repeated. During the repeated testing or running of the module, the module developers or constructors will take note all possible feedbacks or information related to the module. The feedbacks or information gained will act as guidelines to refine the existing module or a new module had to be drafted and built (see Figure 1). Building a new module Identifying module objective(s) Develop measurement questions or items Analyzing and determining respondent(s) performance Module activities arrangement Pilot testing the module Module validation Determining the reliability of module Completed module to be implemented Figure 1 Module building based on Russell model (1974) 4.5 Research procedures (1) The preparation of a research proposal as a condition to gain financial provision for the New Lecturer Appointment Research Scheme (NLARS) from the Research Management Center (RMC), Putra University of Malaysia. 60
(2) The preparation of module related to drug rehabilitation involved 5 research assistants until completion. (3) Workshops were held to discuss the module among Special Drug Prevention Officers of the Selangor State of Education Department, 9 Special Drug Prevention Officers from the District Education Offices in the State of Selangor and 9 trained counselors representing the nine districts in Selangor. (4) Refining of module had been done with the help of the research assistants until the completion of the draft module. (5) Sending the completed draft module to two experts in module-building to be checked, assessed and evaluated. The experts were asked to complete the content validity module forms. (6) Doing corrections based on the feedbacks given by the experts and again refining of the module. (7) The module for drug remedial programs had been completed and could be utilized to drug addicts/inmates under-going treatment at the drug rehabilitation centers in Malaysia. 4.6 Statistical data analysis There was no (the sort of) numerical data in this research. However, the data was in the form of opinions, comments, argumentations and experience sharing from the research subjects or drug prevention personnel during workshop sessions. The information gained from the workshops had been used as the path for drug rehabilitation module building and construction in this research. 4.7 Research findings Russell (1974) had produced guidelines that deemed necessary to be followed in the process of module building and construction. Each guideline mentioned had been adhered to by the researcher in the process of developing and building the module. Russell (1974) stated that prior to the building of module(s), the targeted group must be known earlier. In this research, the targeted group was those drug addicts under-going remedial treatments in the drug rehabilitation centers. Apart from that, Russell (1974) also stressed the identification of the module objective(s). This requirement had been followed by the researcher, whereby the main objective of the module was to help the drug addicts undergo treatments, to enable them to gain self-awareness, and to repel the urges within themselves of the danger and negative effects of drug abused, so that they would not repeat abusing drugs in their life when they were released or dismissed from the rehabilitation centers. Russell (1974) further mentioned that every module must include test items to determine the performance levels of the subjects. In this constructed module, test items had been developed based on the objectives of each activity prescribed. The purpose of these test items was to measure the performance level of the drug addicts after completing the process underlined in the modules. Moreover, the implementers and facilitators had given directions, briefings and interviewed the drug addicts to gain knowledge of the performance levels, abilities and capabilities of the subjects during the process of treatment using the module. Russell (1974) underlined that a module must be arranged accordingly and according to appropriateness of the instruments, materials or media. The constructed module in this research had gone through in-depth discussions from various aspects within the circle of the above-mentioned module constructors or builders including the arrangement of activities and materials deemed necessary and appropriate to be used. In the module building process, Russell (1974) included that the completed constructed module need to be tested on the targeted group to gain useful feedbacks in order to identify its strengths and weaknesses. This step had been done by the researchers through implementing a pilot test of the module to the drug addicts undergoing treatment at the centers. Responses and feedbacks from the subjects had been taken into account to further refine 61
the module ensuring its practical impact during the implementation exercises. Russell (1974) also pointed out that before a module can be safely applied, the validity and reliability of the module must be ascertained. The researcher had followed the suggestion through the assignment of experts to approve of the content validity. And also the study of reliability had been done on the module and the result was 96% in term of it coefficient value. In term of the content validity, Russell (1974) clarified that for a module to be considered as having a good content validity, the module need to fulfill the following conditions: (1) Achieved targeted population, whereby, the module built or constructed took into account the backgrounds and behaviors of the subject(s) under study; (2) The situations in the implementation of the module are good and satisfactory; (3) The time allocated for the subject to undergo the module is sufficient; (4) There is an increase of subjects performance or achievement after undergoing the activities in the module; (5) There is an attitude change towards excellence (i.e. attitudes or behaviors change) after undergoing the activities in the module. Based on the requirements of the content validity for a module as prescribed by Russell (1974), Jamaludin Ahmad (2002), had constructed the questionnaires to determine the content validity of the module. After thoroughly reexamining the constructed module, the experts appointed were asked to complete the module content validity questionnaires. Percentages were used in this case following suggestions from Tuckman and Waheed (1981) and Abu Bakar Nordin (1995). They were in agreement that the performance or achievement levels were over 70 percent and could be categorized as fulfilling a high level of performances or achievements. Finally, after analyzing the module both experts had admitted that the module had a good content validity, giving a 72 percent and an 88 percent grade for the module, respectively. With regard to the reliability requirement, the data obtained had been analyzed and the findings showed that the Cronbach alpha was high, 96% significant level. 5. Discussion In attempting to develop, build or construct a module, one need to base the efforts upon several models in assuring the module produced would be the best output and having a targeted impact on it subject(s). In this case, Russell (1974) had introduced a module building or construction model outlining certain procedures or protocols to be followed by module constructors or builders. His model was considered fulfilling the conditions truly assisting in trying to produce the best possible module(s). Russell (1974) stated that the completed module should be able to be applied in various situation whether individually, in groups, academically or non-academically milieus. The most important aspect was the module must be towards bringing a desired change in individuals as well as groups. In the research, the completed module comprised of activities suited for individuals as well as groups, whereby the targeted groups were non-academic subjects (drug addicts undergoing remedial or rehabilitation treatments). Therefore, the researcher was confident to conclude that the module built and constructed was in line with Russell s Model. The module had been subjected to pilot testing to obtain valuable feedbacks and through the feedbacks the 62
module was further corrected and refined. Russell (1974) stressed that an important step in module building was to test the module upon it subjects. This stage was to determine the objectives achievements. During this testing, the module developers were alert to obtain various crucial information or feedbacks in the spirit of enhancing the practicality and effectiveness of the module upon it subjects. Russell (1974) also suggested that the module must be analyzed relating to its targeted level of performance and every performance level may it good, average or weak, reflected the need to construct different types of modules that took into account the individual differences existed among subjects such as abilities, intelligence and aptitudes. This aspect had been addressed by the researcher who took into account the opinion of experts and also the targeted group feedbacks. Russell (1974) reminded that in the process of module building or construction, the first step was to identify the objective(s) for the targeted group to achieve and he further pointed out that having overt objectives were recommended. There the number of objectives should not be too large, namely three to four objectives were sufficient. Finally, based on these information as well as other useful considerations, including those were suggested by Russell (1974), the Customized Drug Remedial Programs for Drug Addicts Undergoing Treatment in Drug Rehabilitation Centers was produced. As a conclusion, this completed module had followed all the suggestions or guidelines prescribed by Russell (1974) and the researcher was satisfied with the outputs of the team efforts. 6. Research implications 6.1 Theoretical implications The research findings had brought about several theoretical implications. This study clearly showed that a module intended for drug remedial programs can be constructed using Russell s model. And the findings had contributed significantly to the body of knowledge particularly related to module building and construction. The findings also showed that the methods and techniques suggested by Russell (1974) were suitable and applicable. In building and constructing the module for the treatment of drug addicts as mentioned earlier, the researcher had followed all the requirements suggested by Russell (1974) till the completion. 6.2 Practical implications In the research, a module for the treatment of drug addicts was successfully developed. All the activities in the module were applicable as tools, materials, resources as well as guidelines toward achieving self-awareness, motivations, tendency to positive changes among drug addicts. The module would act as a useful repertoire for counselors as well as facilitators working in drug rehabilitation centers in helping the drug addicts change for the better throughout the country. The research findings indicated that Russell (1974) had managed to outline practical suggestions in the process of module building. The researcher was confident that this effort would encourage more modules building and construction in the future based on Russell s model. 7. Suggestions In line with the research findings obtained especially with regard the module of drug remedial efforts, the following were some of the suggestions for interested parties, module developers/builder/constructors, particularly to the National Drug Prevention Agency (AADK). (1) The applicability of Russell s model had made the researcher to suggest and recommend that modules 63
developers/builders/constructors would utilize Russell s model as their model reference and guidelines in the future. (2) As this research had not studied the effectiveness of the module, the researcher suggested other researchers to do research on the effectiveness of the module towards drug addicts undergoing treatments or upon suspected drug addicts involved in drug abused yet to be sentence or still on trials in courts. (3) It was suggested that further research should be done pertaining to module building at other rehabilitation centers throughout the country apart from the centers in this study based on Russell s model. If the findings were in line with the intended or desired outcomes, it is suggested that the implementation of the module should be used throughout the nation on inmates who were drug addicts so as to kick off their dangerous and unhealthy habits. 8. Conclusion This research had at least in a small way contributed in the aspect of model research and the building of a customized module for drug addicts undergoing treatments. Although, this customized module was meant for the drug addicts mentioned in this article, the researcher felt that the module can be applied by other authorities in the effort to curb drug addiction problems and on new drug addicts at early stage level as well as hardcore or relapse drug addicts. Last but not least, maybe the methods of this module building would play a contributing role in assisting directly or indirectly to the effort of the building and construction of drug prevention-related modules in the near future. References: Agensi Anti Dadah Kebangsaan. (2005). Drugs: What do you need to know? Kuala Lumpur: Delmu (Malaysia) Sdn. Bhd. Ahmad, J. (2002). The validity, reliability and effectiveness of the self-improvement program module towards the motivation achievement among students in Sekolah Menengah Negeri Selangor. (Doctoral dissertation, University Putra Malaysia) Ahmad, J. & Noah, S. M. (2001). Alternative approach in determining the validity and reliability of the self-improvement program module of the Selangor Education Department. Journal PERKAMA, 9, 97-118. Ahmad, J. (2008). The module and counseling for drug abuse. Serdang: University Putra Malaysia. Konting, M. M. (2004). Educational research method. Kuala Lumpur: Dewan Bahasa dan Pustaka. Russell, J. D. (1974). Modular instruction: A guide to the design, selection, utilization and evaluation of modular materials. United States Publishing Company. Nordin, A. B. (1995). Affective evaluation. Kajang: Masa Enterprise. Noah, S. M. (2001). Career development: Theory and practice. Serdang: University Putra Malaysia. Noah, S. M. (2002). Research design: Philosophy, theory and practice. Serdang: University Putra Malaysia. Noah, S. M. & Ahmad, J. (2005). Constructing Module: Ways in developing an academic and practical module. Serdang: University Putra Malaysia. Tuckman, B. W. & Waheed, M. A. (1981). Evaluating and individualized science programme for community college students. Journal of Research in Science Teaching, 18, 489-495. (Edited by Max and Nicole) 64