Submitted abstracts for the 2026 NCEP Annual Conference. Use the filters below to search by keyword, author, or sub-theme.
93 abstracts found
This study examined artificial intelligence dependency and academic apathy among Nigerian undergraduates in relation to critical thinking disposition and financial stress. The study adopted a predictive correlational research design to determine the relationships among the variables without manipulating them. The population comprised undergraduates from selected public universities in Nigeria, while a sample of 450 students was selected through a multistage sampling procedure. Data were collected using structured instruments comprising the Artificial Intelligence Dependency Scale, Academic Apathy Scale, Critical Thinking Disposition Scale, and Financial Stress Scale. The instruments were validated by experts and subjected to reliability testing using Cronbach’s Alpha. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, and Multiple Regression Analysis with the aid of SPSS Version 28. The findings revealed that artificial intelligence dependency had a significant positive relationship with academic apathy, indicating that increased reliance on AI tools was associated with reduced academic engagement. Critical thinking disposition had a significant negative relationship with academic apathy, while financial stress showed a significant positive relationship with academic apathy. The regression analysis further showed that artificial intelligence dependency, critical thinking disposition, and financial stress jointly significantly predicted academic apathy, accounting for 41.6% of its variance. The study concludes that technological reliance, cognitive disposition, and economic challenges are important factors influencing academic apathy among Nigerian undergraduates. It recommends promoting responsible AI usage, strengthening critical thinking skills, and improving student financial support systems to enhance academic engagement. Keywords: Artificial Intelligence Dependency; Academic Apathy; Critical Thinking Disposition; Financial Stress; Nigerian Undergraduates.
Read More →The increased visibility of digitally mediated wealth narratives has introduced new influences into the social and psychological environment within which university students construct aspirations, define success and engage with formal education. This study examined the appeal of digital wealth narratives as a predictor of educational engagement among undergraduates of the University of Maiduguri, Borno State. The study was guided by three research questions and one null hypothesis. A predictive correlational research design was adopted. The population comprised all undergraduate students of the University of Maiduguri, from which a sample of 398 undergraduates was selected using a multistage sampling technique. Data were collected using two researcher-developed instruments titled the Digital Wealth Narratives Appeal Scale (DWNAS) and the Educational Engagement Scale (EES). The DWNAS measured students' attraction to digitally mediated representations of wealth, luxury, rapid financial success, influencer lifestyles, entrepreneurial success and related narratives, while the EES measured educational engagement. Data were analysed using mean and standard deviation to answer the research questions and simple linear regression to test the hypothesis at the .05 level of significance. Findings revealed a high level of appeal of digital wealth narratives and a moderate level of educational engagement among the undergraduates with influencer/celebrity lifestyles attracting greater appeal than other categories of digital wealth narratives. Regression analysis revealed that the appeal of digital wealth narratives significantly negatively predicted educational engagement among undergraduates of the University of Maiduguri. The findings underscore the need for educational psychologists and universities to incorporate digital value literacy into student-development programmes to help undergraduates critically evaluate digital constructions of wealth and success while sustaining meaningful engagement with education. Keywords: Appeal, Digital wealth narratives, Educational engagement, Undergraduates,
Read More →In the modern Nigerian society, material success has become the principal yardstick for measuring social achievement. This has led to an erosion of moral and ethical values, as many young people now idolize those who display wealth without legitimate sources of income. The get-rich-quick mentality has become increasingly common among Nigerian youths, particularly among university students, where they display sudden wealth without legitimate source(s) of income. This behavior has contributed to moral decline, reckless lifestyles, and rising involvement in fraudulent activities. This paper also found out that social institutions such as family, religion and the media indirectly encourage this phenomenon through unrealistic societal expectations and material glorification. Using secondary data, scholar’s views, this paper x-rayed the need for national reorientation that promotes honesty, entrepreneurship and hard work among Nigerian students. This paper also highlights why honesty, perseverance and resilience should start from the home. It was recommended among others for public awareness campaigns, financial literacy programs, a total overhaul of the educational curriculum that will provide mind developing contents which will enhance productivity, entrepreneurship mindset, and reward for hard work among students. Keywords: culture, education, get-quick-rich syndrome, university students, learning attitude
Read More →The increasing concern about students’ psychological well-being and disengagement from learning highlights the need to understand personal and developmental factors that may influence adolescents’ capacity to take responsibility for their learning and academic decisions. This study examined childhood trauma as a predictor of locus of control among in-school adolescents in Orlu Local Government Area of Imo State, Nigeria, with implications for mental health and youth engagement in learning. The study adopted a correlational research design. The population comprised 403 in-school adolescents identified as being susceptible to childhood trauma across eight public secondary schools, from which 67 adolescents exposed to childhood trauma were selected using a multistage sampling procedure. Data were collected using the Child Trauma Questionnaire and Students’ Locus of Control Scale, with reliability coefficients ranging from 0.74 to 0.82. Linear regression was used to answer the research questions, while the hypotheses were tested at the 0.05 level of significance. Findings indicated that childhood trauma significantly predicted adolescents’ locus of control. However, gender did not significantly moderate the predictive relationship between childhood trauma and locus of control. The findings suggest that unresolved childhood trauma may have implications for adolescents’ sense of agency, decision-making, and psychological readiness to engage meaningfully in learning. The study recommends school-based trauma-informed support, early identification, and interventions that strengthen adolescents’ sense of agency and adaptive control beliefs as part of efforts to promote mental health and sustained engagement in learning in contemporary educational environments. Keywords: childhood trauma, locus of control, adolescents, mental health, learning engagement, trauma-informed education
Read More →Educational disengagement among Nigerian youths has emerged as a major concern, reflected in declining academic motivation, passive classroom participation and overreliance on artificial intelligence (AI) tools without adequate higher-order thinking skills. As digital intelligence reshapes teaching and learning, teachers require competencies that promote students’ critical and creative thinking while using AI responsibly. This conceptual paper examines the role of teacher competence in re-engaging educationally disengaged Nigerian youths through learner-centred instructional practices that encourage inquiry, problem-solving, reflection and collaboration. Drawing on constructivist learning theory and contemporary educational psychology literature, the paper argues that competent teachers are central to creating supportive learning environments that stimulate curiosity, intrinsic motivation and independent thinking. It highlights key competencies including pedagogical adaptability, digital literacy, assessment for higher-order thinking, effective classroom interaction and guidance strategies that enable students to use AI as a complementary learning resource rather than a substitute for thinking. The paper further recommends continuous professional development, curriculum integration of critical and creative thinking, school-based counselling support and policies that strengthen teachers’ capacity to foster meaningful student engagement. It concludes that improving teacher competence is essential for reversing educational disengagement and preparing Nigerian youths to become reflective, innovative and responsible learners capable of thriving in the digital intelligence era. Keywords: Teacher competence, critical thinking, creative thinking, educational disengagement, artificial intelligence, Nigerian youths.
Read More →The study was on Psychological Correlates of Money and Financial Stress among Adolescents of Universities in Calabar Metropolis, Cross River State, Nigeria. The study was guided by three research questions and three corresponding hypotheses. An ex-post facto correlational research design was adopted. The population consisted of 8,742 undergraduate students aged 16–22 enrolled in the University of Calabar and the University of Cross River State during the 2025/2026 academic session. A sample of 360 students was selected using Taro Yamane’s formula and drawn through stratified random sampling to ensure proportional representation across faculties and institutions. Data were collected using a structured questionnaire titled “Money Beliefs and Financial Stress Questionnaire.” The instrument had three sections: demographic data, a Money Beliefs Scale measuring three dimensions—power-prestige, anxiety, and retention—and the Financial Stress Scale. Face and content validity were established by three experts in Educational Psychology and Measurement and Evaluation. Reliability was determined using Cronbach’s alpha, yielding coefficients of 0.81 for the Money Beliefs Scale and 0.84 for the Financial Stress Scale. Data were analyzed using descriptive statistics, Pearson’s Product-Moment Correlation, and multiple regression analysis at the 0.05 significance level. Findings revealed significant relationships between the three money belief dimensions and financial stress. Anxiety orientation was the strongest positive predictor of financial stress, retention orientation had a significant negative relationship, and power-prestige orientation showed a weak but significant positive association. Gender and monthly allowance moderated these relationships. The study concludes that psychological orientations toward money are significant correlates of financial stress among university adolescents in Calabar Metropolis. It recommends integrating financial psychology into student support and orientation programs to reduce financial stress and promote psychological well-being. Keywords: psychological, correlates, money and financial stress
Read More →Artificial intelligence tools are showing up in classrooms faster than most school systems can adapt to them, and this raises an important question that goes beyond mere access: can teachers actually use these tools to deepen the way students think, rather than simply giving them another shortcut to answers? This paper looks at that question through the lens of secondary school teachers in Awka South Local Government Area, Anambra State, Nigeria, examining how confident they feel using AI tools such as ChatGPT and Google Gemini, how competent they actually are at using those tools to build critical thinking, and what training gaps stand in the way. Drawing on Bandura's (1997) self-efficacy theory, the study used a descriptive survey design and collected data from 228 teachers across twelve public and private secondary schools, selected through a multi-stage sampling process. A purpose-built instrument, the Teachers' AI-Integrated Critical Thinking Competence and Self-Efficacy Questionnaire (TAICTCSEQ), was validated by experts and tested for reliability, returning a Cronbach alpha of 0.84. Mean, standard deviation, and t-test statistics were used to analyse the data at the 0.05 significance level. What emerged was a fairly consistent and somewhat concerning pattern: teachers feel reasonably comfortable using AI tools in a general sense, but when it comes to deliberately using those tools to teach students how to question, weigh evidence, or evaluate arguments, their confidence and competence drop sharply. Teachers who had received some form of AI-related professional development scored significantly higher on self-efficacy than those who had not. Taken together, the findings point to a clear conclusion: closing the gap between general digital comfort and genuine instructional skill will require deliberate, well-designed training, not just exposure to the tools. The paper closes with practical recommendations for continuous professional development, a context-specific AI pedagogy framework for the state, and stronger policy backing from the Anambra State Universal Basic Education Board and the Post Primary Schools Service Commission. Keywords: critical thinking, artificial intelligence, teacher self-efficacy, training needs assessment, secondary education, Anambra State
Read More →This paper investigated Students’ Perception of AI Tools in Assessing Critical Thinking in Imo State Universities: A Historical Shift from Rote to Reasoning. Three research questions guided the study. Descriptive survey design was adopted. The Population of the study consists of all Students Alvan Ikoku Federal University of Education Owerri which is 9,928. Taro Yamen sampling technique was used in arriving at a sample of 400 students. The instrument used was a structured Questionnaire titled Artificial Intelligence Tools on Students’ Critical Thinking Questionnaire (AITSCTQ). The instrument was validated by two experts and with a reliability coefficient of 0.96. Data collected were analyzed using mean and standard deviation for the research questions. The findings from this study showed that ChatGPT, Quillbot, and ChatPDF garnered positive responses, indicating agreement that these tools are valued by students for their benefits in academic tasks such as writing assistance and content generation. Based on the findings the study recommends that educators should provide training and support to increase students' familiarity and comfort with a broader range of AI tools, beyond popular ones like ChatGPT, ChatPDF and Quillbot. Key words: Students’ Perception, AI Tools, Critical Thinking, Historical Shift, Rote, Reasoning
Read More →Artificial intelligence tools are showing up in classrooms faster than most school systems can adapt to them, and this raises an important question that goes beyond mere access: can teachers actually use these tools to deepen the way students think, rather than simply giving them another shortcut to answers? This paper looks at that question through the lens of secondary school teachers in Awka South Local Government Area, Anambra State, Nigeria, examining how confident they feel using AI tools such as ChatGPT and Google Gemini, how competent they actually are at using those tools to build critical thinking, and what training gaps stand in the way. Drawing on Bandura's (1997) self-efficacy theory, the study used a descriptive survey design and collected data from 228 teachers across twelve public and private secondary schools, selected through a multi-stage sampling process. A purpose-built instrument, the Teachers' AI-Integrated Critical Thinking Competence and Self-Efficacy Questionnaire (TAICTCSEQ), was validated by experts and tested for reliability, returning a Cronbach alpha of 0.84. Mean, standard deviation, and t-test statistics were used to analyse the data at the 0.05 significance level. What emerged was a fairly consistent and somewhat concerning pattern: teachers feel reasonably comfortable using AI tools in a general sense, but when it comes to deliberately using those tools to teach students how to question, weigh evidence, or evaluate arguments, their confidence and competence drop sharply. Teachers who had received some form of AI-related professional development scored significantly higher on self-efficacy than those who had not. Taken together, the findings point to a clear conclusion: closing the gap between general digital comfort and genuine instructional skill will require deliberate, well-designed training, not just exposure to the tools. The paper closes with practical recommendations for continuous professional development, a context-specific AI pedagogy framework for the state, and stronger policy backing from the Anambra State Universal Basic Education Board and the Post Primary Schools Service Commission. Keywords: critical thinking, artificial intelligence, teacher self-efficacy, training needs assessment, secondary education, Anambra State
Read More →This study investigated the predictive power of academic apathy on mental health challenge among in-school adolescents in public secondary schools in Ogoja Education Zone. Two research questions and corresponding null hypothesis guided the study. The study adopted a correlation survey design. The population of the study will be 5,305 SS2 students from the 32 public secondary schools in the study area. The sample size of the study was 300 drawn through the use of stratified random and purposive sampling techniques. Apathy Evaluation Scale (AES) and Patient Health Questionnaire-9 (PHQ-9) were used for data collection. The internal consistency reliability coefficients of the instruments were established using Cronbach’s alpha coefficients. Data analysis was done using linear regression to answer the research questions while t-test associated with linear regression was used to test the hypotheses at 0.05 level of significance. The findings revealed a students’ academic apathy significantly predicted mental health challenges. Also, the findings revealed that academic apathy significantly predicts mental health of students irrespective of their gender.
Read More →This study utilized descriptive research design to investigate the dimensions and measures for repressing academic disengagement among students in tertiary institutions in Anambra state. Two research questions were formulated to give direction to the study. 24 academic staff in Educational Psychology Unit (from the rank of assistant lecturer to professor) from 2 government owned (1 Federal, 1State) universities in Anambra state were the population. No sampling was done since the population is small. Data was collected using a researcher developed instrument titled “Psychological Dimensions and Measures for Repressing Academic Disengagement” (PDMRAD). The face and content validity of the instrument was ascertained by experts from the field of Education. Cronbach alpha was employed to ascertain the trustworthiness of the instrument and the score of 0.78 was gotten. Data collected were analyzed using the mean and standard deviation for answering research questions and t-test for testing the hypotheses. The result of the study revealed some psychological factors implicated in academic disengagement among students to include dysfunctional homes, academic frustration and academic stress among others and psychological measures identified as effective for repressing academic disengagement include among others embracing of cognition education to memorization and building motivation of students. Based on the findings, it was recommended among others that universities should encourage cognition education which is student-centered approach focusing on how internal mental processes drive knowledge acquisition instead of passive repetition. Keywords: Psychological dimensions, measures and academic disengagement.
Read More →Statistical illiteracy poses a significant threat to the credibility and utility of academic research. Many students and researchers engage in research without adequate understanding of basic statistical concepts, leading to pervasive errors in design, analysis, and interpretation. However, there is no context-specific instrument to measure statistical illiteracy among researchers in developing countries. This study sought to construct and validate a Scale to Measure Statistical Illiteracy in Academic Research (SM-SIAR). The study was carried out in three phases. Phase 1 involved item generation through literature review, focus group discussions with 24 postgraduate students, and review of 100 project reports and theses to identify common statistical mistakes. An initial 58-item pool was developed. Phase 2 focused on face and content validity using 8 experts. Items were reduced to 40 after expert rating. Phase 3 involved pilot testing and validation. The 40-item scale was administered to 520 undergraduate and postgraduate students from 4 universities in Nigeria. Data were subjected to Exploratory Factor Analysis using Principal Axis Factoring with Promax rotation. The Kaiser-Meyer-Olkin value was 0.89 and Bartlett’s test was significant. EFA yielded a 4-factor, 28-item solution accounting for 61.4% of total variance. The factors were named: Conceptual Misunderstanding, Procedural Errors, Interpretative Fallacies, and Ethical Misuse of Statistics. Confirmatory Factor Analysis confirmed the factor structure with acceptable fit: χ2/df = 2.31, CFI = 0.94, TLI = 0.93, RMSEA = 0.051. The scale showed good reliability with Cronbach’s alpha of 0.90 and test-retest reliability of 0.84 over 3 weeks. The SM-SIAR is a psychometrically sound tool for assessing statistical illiteracy and can guide curriculum development and targeted interventions in research methods training. Keywords: Statistical illiteracy, scale construction, validation, academic research & psychometrics.
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