Submitted abstracts for the 2026 NCEP Annual Conference. Use the filters below to search by keyword, author, or sub-theme.
93 abstracts found
Psychological drivers of learning disengagement in artificial intelligence (AI) era: The predictive roles of financial anxiety, academic apathy and AI dependency among undergraduates. The study was guided by fourspecific objectives, and corresponding research questions and hypotheses. The study employedthe correlational survey design. The population comprised 9,896 third-year undergraduates in public universities in Abia State. Through the multi-stage sampling procedure, 384 undergraduates were selected and participated in the study. The Financial Anxiety Questionnaire (FAQ), Academic Apathy Questionnaire (AAQ), Undergraduates’ Artificial Intelligence Dependency Questionnaire (UAIDQ), and Undergraduates’ Learning Disengagement Questionnaire (ULDQ) were used for data collection, after face validation by three experts. The internal consistency of the instruments using Cronbach Alpha yielded 0.78, 0.84, 0.88, and 0.89 for the FAQ, AAQ, UAIDQ, and ULDQ, respectively. Simple linear and multiple regressionwere employed for data analyses. Findings revealed that financial anxiety, academic apathy and AI dependency were significant predictors of learning disengagement among undergraduates, both individually and jointly. Academic apathy emerged as the strongestpredictor of learning disengagement. It was recommended that counsellors and academic advisors should implement targeted interventions that reduce academic apathy, ease financial stress and promote ethical and purposeful use of AI to mitigate learning disengagement. Keywords: Psychological Drivers, Artificial Intelligence, Financial Anxiety, Academic Apathy, Learning, Disengagement, Undergraduates.
Read More →The Niger Delta is disproportionately affected by climate change through flooding, erosion, and unpredictable rainfall patterns, threatening both food security and rural livelihoods. This paper employs a theoretical and documentary review approach to assess how climate change adaptation strategies can strengthen food security and sustain smallholder farmer livelihoods in the region. Anchored on the Sustainable Livelihoods Framework and Climate Resilience Theory, the paper synthesizes literature on adaptation practices such as crop diversification, agroforestry, improved varieties, and indigenous knowledge systems. Findings from reviewed studies reveal that effective adaptation enhances household food availability, income stability, and resilience to climate shocks. However, gaps in extension services, policy implementation, and climate education hinder scaling. The paper argues that integrating climate adaptation into school curricula and community agricultural programs is essential for building long-term resilience. It recommends multi-stakeholder partnerships, climate-smart agricultural policies, and capacity building for farmers and educators. Keywords: Climate Change, Adaptation Strategies, Food Security, Smallholder & Farmers, Livelihoods.
Read More →Nigerian agriculture faces declining yields, inefficient input use, and climate variability. Artificial Intelligence (AI) and Precision Farming Technologies (PFTs) are emerging as strategic innovations for sustainable agricultural transformation. This paper adopts a conceptual and policy-review approach to examine the role of AI and precision farming in enhancing crop yield and resource efficiency in Nigeria. Using secondary sources including government reports, journal articles, and FAO/World Bank publications, the paper analyzed how AI tools such as predictive analytics, remote sensing, and smart irrigation can optimize land, water, fertilizer, and labor use. The discussion is framed within the Technology Acceptance Model and Sustainable Intensification Theory. Findings from literature indicate that AI-driven precision farming can reduce waste by 30-40%, increase productivity, and support climate adaptation. However, challenges such as digital divide, poor infrastructure, and lack of curriculum integration limit adoption. The paper concludes that deliberate policy, investment in agritech education, and curriculum reform in agricultural training institutions are critical for mainstreaming AI in Nigerian agriculture. Keywords: Artificial Intelligence, Precision Farming, Resource Efficiency & Crop Yield,
Read More →Artificial Intelligence (AI) is increasingly transforming psychological research by enhancing data collection, analysis, interpretation and intervention development. This paper explores the various strategies of engaging Artificial Intelligence into field of Psychological Research including natural language processing for emotional and cognitive assessment, machine learning for prediction and classification of mental health outcomes and digital behaviour tracking through smartphones and wearable devices. AI is also applied in experimental design, cognitive modeling and the automation of statistical analysis, thereby improving efficiency and accuracy in research processes. Furthermore, AI-powered therapeutic tools such as chatbots and digital mental health platforms are expanding access to psychological support and enabling real-time monitoring of psychological states. Despite these advantages, concerns regarding ethical issues, data privacy, algorithmic bias and the need for theoretical grounding remain critical. The study concludes that while AI significantly advances psychological research, its integration must be guided by strong ethical standards and psychological theory to ensure valid and responsible outcomes. It recommended that researchers in psychology should adopt AI tools such as machine learning and natural language processing to improve the accuracy and efficiency of data analysis and interpretation and psychological institutions and research centers should provide training programs to equip researchers with adequate skills in AI applications and digital data analysis. Keywords: AI, psychological research, experimental design, cognitive modeling, statistical analysis
Read More →The integration of Artificial Intelligence (AI) into counseling practice is gradually transforming the delivery of mental health and guidance services. This study explores the role of psychological instruments in engaging and enhancing AI applications within counseling practice. Psychological instruments such as personality tests, aptitude tests, interest inventories and emotional assessment scales provide structured data that can support the development and functioning of AI-driven counseling systems. The study examines how these instruments contribute to improving assessment accuracy, client profiling, decision-making processes and personalized intervention strategies in counseling. A qualitative research approach was adopted, drawing on existing literature and professional perspectives in counseling and educational psychology. The study highlights that psychological instruments serve as a foundational input for AI systems by supplying reliable behavioral and cognitive data that AI can analyze to generate insights. Findings indicate that the integration of AI with standardized psychological instruments can enhance efficiency, consistency and accessibility in counseling services. However, concerns were also identified regarding ethical issues such as data privacy, over-reliance on automated systems and the potential reduction of human empathy in counseling relationships. The study concludes that while AI has significant potential to improve counseling practice, its effectiveness depends largely on the proper use of validated psychological instruments and the professional judgment of counselors. It recommends that counselors receive training in AI literacy and ethical data management to ensure responsible use of technology. Furthermore, psychological instruments should be carefully selected and validated to maintain accuracy and cultural relevance in diverse counseling contexts. Ultimately, the integration of AI and psychological assessment tools should complement, not replace, the human element in counseling practice. Keywords: AI, psychological instruments, counseling practice, assessment, ethics
Read More →Artificial Intelligence (AI) has increasingly become part of academic life in Nigerian universities, influencing how students learn, complete assignments and engage with knowledge. This study explores the influence of Artificial Intelligence on thinking and creativity development of university undergraduate students in Nigeria: A lesson from Nasarawa State University, Keffi. It specifically examines how undergraduate students experience and interpret their use of AI tools in relation to critical thinking, originality and creative academic expression. A qualitative research design was adopted, using semi-structured interviews and focus group discussions with undergraduate students of the Nasarawa State University, Keffi. The data collected were analyzed thematically to identify recurring patterns and meanings in students’ experiences. The findings reveal that many students rely heavily on AI tools for generating ideas, writing assignments and solving academic problems. While participants acknowledge that AI makes academic tasks easier and faster, they also express concerns that it reduces their ability to think independently, develop original ideas, and engage deeply with learning materials. The study further shows that excessive dependence on AI encourages surface learning, where students prioritize convenience over intellectual effort. However, some participants argue that when used responsibly, AI can support learning by providing guidance and improving understanding of complex topics. The study suggest that AI is not inherently harmful, but its misuse may negatively affect students’ cognitive and creative development. The study concludes that Nigerian university students risk weakened critical thinking and creativity if reliance on AI continues to increase without regulation or proper guidance. It recommends promoting AI literacy and encouraging balanced usage that supports, rather than replaces, independent academic effort. Keywords: Artificial Intelligence, thinking, creativity, student learning, performance
Read More →This study assessed the influence of Generative Artificial Intelligence (AI) applications on the study habits of Economics students in Nasarawa Eggon Local Government Area of Nasarawa State, Nigeria. The rapid advancement and adoption of Generative AI tools, such as AI-powered chatbots, content generators and virtual learning assistants, have transformed the educational landscape by providing Economics students with instant access to information, personalized learning support and academic assistance. However, concerns have emerged regarding their effects on students' study habits, critical thinking skills and independent learning practices. The study aimed to determine the extent of students' utilization of Generative AI applications, examine their influence on study habits and identify the perceived benefits and challenges associated with their use. A descriptive survey research design was adopted for the study. The population comprised Economics students in selected secondary schools within Nasarawa Eggon Local Government Area. The instrument used for data collection was Generative Artificial Intelligence Applications and Economics Study Habits (GAIAESH). Validity and reliability indices of 0.87 and 0.93 were obtained using construct validity and Cronbach’s alpha. Descriptive and inferential statistical techniques of means, standard deviations and t-test were employed to analyze the data. The findings revealed that a significant proportion of Economics students were aware of and actively utilized Generative AI applications for academic purposes, including completing assignments, conducting research, preparing for examinations and clarifying difficult concepts. The study further indicated that the use of Generative AI positively influenced students' study habits by enhancing access to learning resources, improving study efficiency, and promoting self-directed learning. The study concluded that Generative AI applications have a substantial influence on the study habits of Economics students, offering both educational benefits and potential challenges. It recommended that educators, school administrators and policymakers develop guidelines for the responsible use of AI in education, promote digital literacy and encourage students to balance AI-assisted learning with independent study practices to maximize academic outcomes. Keywords: Generative artificial intelligence, AI applications, study habits, educational technology, performance.
Read More →This study assessed test anxiety management strategies among Economics students in Bagaji District, Nasarawa State, Nigeria. Test anxiety is a common psychological challenge that affects students' academic performance, concentration, confidence and overall well-being during examinations. The study aimed to identify the prevalence of test anxiety among Economics students, examine the strategies employed to manage anxiety and determine the effectiveness of these strategies in enhancing academic performance. A descriptive survey research design was adopted for the study. The target population comprised 214 Economics students in selected secondary schools within Bagaji District with a sample of 135 students using simple random sampling technique. Data were collected using unstructured questionnaire titled; Test Anxiety Management Strategies and Economics Students (TAMASES). Validity and reliability indices of 0.73 and 0.81 were obtained using construct validity and Cronbach’s alpha .Descriptive statistics of frequencies were used to analyze the data. The findings revealed that a considerable proportion of Economics students experience moderate to high levels of test anxiety, manifested through symptoms such as nervousness, fear of failure, difficulty concentrating and physiological discomfort before and during examinations. The study further showed that students employ various anxiety management strategies, including adequate preparation, time management, group discussions, relaxation techniques, positive self-talk, guidance and counseling services and support from teachers and parents. Among these strategies, effective study habits and proper examination preparation were identified as the most commonly used and effective approaches in reducing anxiety levels. However, some students demonstrated limited awareness and utilization of professional counseling services. The study concluded that the effective management of test anxiety contributes significantly to improved academic performance and psychological well-being among Economics students. It recommended that schools strengthen guidance and counseling programs, promote awareness of anxiety management techniques, and encourage teachers and parents to provide supportive learning environments that help students cope effectively with examination-related stress. Keywords: Test anxiety, adequate preparation, time management, group discussions, examination stress
Read More →Purpose: The study investigated the role of social intelligence in regulating examination anxiety among students in senior secondary schools in Delta State, Nigerian. One research question was answered and one hypothesis tested. Method/Designed: This study employed correlation research design of ex post facto. 524 male and 545 female students responded to the questionnaire from the population of 40,522. Two scales were used to obtain data for the study, titled: Social intelligence Scale (SIS) and Examination Anxiety scale (EAS). Bivariate statistics and multiple regression were employed for data analysis. Findings: On the dimensions of Social intelligence, Social manipulation is significantly related to examination anxiety. A significant relationship was observed between social irritation and examination anxiety. Empathy does not significant influence examination anxiety. Social adaptation showed a statistically significant relationship with examination anxiety among students in the study. Originality: This study reveals that social manipulation and social irritation and social adaptation contribute to examination anxiety among students. The lack of a significant relationship between empathy and examination anxiety implies that not all emotional traits directly affect academic stress. The study concludes that how students handle social interactions and adapt socially can influence their levels of anxiety during examinations. Keywords: Social Adaption, Empathy, Examination Anxiety, Irritation, social manipulation, Social Intelligence
Read More →The study investigated artificial intelligence and social media use as correlates of mastery motivation among undergraduates in Rivers State owned Universities. The study adopted correlational research design. Two objectives, research questions and hypotheses guided the study. The population of the study comprised all undergraduates in the two Rivers State government-owned universities: Ignatius Ajuru University of Education, and Rivers State University and with a total number of 38,055 undergraduates. A sample size of 300 (150 participants from each of the institutions) was randomly selected using Multi-stage sampling technique. The sample size was determined using Taro Yamane formula. Two instruments were used for data collection. They are: Artificial Intelligence and Social Media Use Questionnaire (AISMUQ), and Mastery Motivation Scale (MMS) constructed by the researcher. The content and face validity of the two instruments were ascertained by two experts in Measurement and Evaluation, and Educational Psychology from the Department of Educational Psychology, Guidance and Counselling of the Ignatius Ajuru University of Education, Port Harcourt. The Cronbach alpha method was used to determine the reliability coefficient of the questionnaire. The Artificial Intelligence and Social Media Use Questionnaire yielded the reliability coefficient index of .76, while Mastery Motivation Scale yielded a reliability index of .90 respectively. Pearson Product Moment Correlation (with an alpha of 0.05) was used to answer the research questions and test the hypotheses. Statistical analysis of the collected data was performed using SPSS. Findings reveal that there was no significant relationship between artificial intelligence use as well as social media use and mastery motivation on the basis of gender among undergraduates. Accordingly, it was recommended, among others, that institutions should develop training on how students can use AI and social media tools for educational purposes. Keywords: Artificial Intelligence Use, Social Media Use, Mastery Motivation, Deep Learning, Undergraduates
Read More →This study investigated the influence of artificial intelligence on critical and creative thinking, as well as academic engagement, among students at Imo State University, Nigeria. Three research questions and three hypotheses were used for the study. The study adopted a single-method quantitative approach using a correlation research design. The population comprised 1580 undergraduate students of Imo State University, while a sample of 302 students was selected using a multi-stage sampling technique. The instrument used for data collection was a thirty (30) item structured questionnaire on a 4-point Likert-type scale developed and validated by experts in measurement and evaluation. A total of 302 structured questionnaires titled Artificial Intelligence, Critical Thinking, Creative Thinking and Academic Engagement Questionnaire (AICTCTAEQ) were used for data collection. A total of 320 questionnaires were distributed to the selected respondents. Of these, 302 questionnaires were correctly completed and returned, while 18 questionnaires were either not returned or were incomplete and therefore excluded from the analysis. The instrument was validated, and Cronbach's alpha was used to determine the instrument's reliability index, which yielded 0.88. Data were analyzed using mean and standard deviation to answer the research questions, while multiple regression analysis was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that artificial intelligence significantly predicted students' critical thinking, creative thinking, and academic engagement. Artificial intelligence also made a significant positive contribution to the prediction of each of the three outcome variables. The study concluded that the responsible integration of artificial intelligence into teaching and learning has the potential to enhance higher-order thinking skills and improve students' academic engagement. The study recommended that university management and lecturers promote the ethical and pedagogically sound use of AI tools through appropriate policies, training, and digital literacy programmes to maximize their educational benefits. Keywords: Artificial Intelligence, critical thinking, creative thinking, and academic engagement
Read More →Artificial Intelligence (AI) has introduced new ways through which university students locate, process and apply information. Students can now use AI applications to obtain explanations, generate responses, compare ideas and solve academic tasks within a short period. However, the convenience provided by these technologies has raised questions about their possible relationship with students’ ability to independently analyse, evaluate and make reasoned judgments. This study will determine the relationship between students’ perception of AI use and critical thinking among undergraduates of Gombe State University. A correlational survey research design will guide the study. The population will consist of 16,500 undergraduate students, and a sample of 381 students will be drawn from the population using an appropriate sampling technique. Data will be gathered using a structured questionnaire measuring students’ perception of AI use and critical thinking. The instrument will be validated by relevant experts and tested for reliability before use. Mean and standard deviation will be employed to establish the levels of the two variables, while Pearson Product Moment Correlation will be used to test the relationship between students’ perception of AI use and critical thinking. The study is expected to contribute to the emerging literature on AI and higher education by providing evidence from undergraduate students in Gombe State University. Its findings may help lecturers develop instructional strategies that encourage students to use AI as a supplementary learning resource while continuing to engage in analysis, evaluation, interpretation and independent reasoning. Keywords: Artificial Intelligence; Students’ Perception; Critical Thinking; Undergraduate Students; Gombe State University.
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