Submitted abstracts for the 2026 NCEP Annual Conference. Use the filters below to search by keyword, author, or sub-theme.
93 abstracts found
Artificial Intelligence (AI) is becoming increasingly embedded in university learning, with students using generative tools to obtain information, develop ideas, produce academic materials and receive assistance with learning tasks. Although these applications may stimulate idea generation, their use has also generated concerns about students’ originality and capacity to develop ideas independently. This study will examine students’ perception of artificial intelligence use and creativity among undergraduates of Gombe State University. The study will employ a correlational survey design. The target population will comprise 16,500 undergraduate students of the university, while 381 students will constitute the sample. Participants will be selected through an appropriate sampling procedure. A structured questionnaire will be used to obtain information on students’ perception of AI use and creativity. Experts in Educational Psychology and Measurement and Evaluation will assess the instrument for validity, and a reliability test will be conducted before administration. Descriptive statistics, particularly mean and standard deviation, will be used to determine the levels of students’ perception of AI use and creativity. Pearson Product Moment Correlation will subsequently be used to determine the relationship between the two variables. The study is expected to provide useful evidence on whether students’ perceptions of AI use are associated with their creative abilities. The outcome may support university lecturers and educational planners in developing learning practices that take advantage of AI while maintaining opportunities for independent thinking, originality, idea generation and creative expression among students. Keywords: Artificial Intelligence; Students’ Perception; Creativity; Undergraduate Students; Gombe State University.
Read More →The emergence of Artificial Intelligence (AI) has significantly changed the learning experiences of university students. AI-powered applications provide students with quick access to information, assistance with academic writing, explanations of difficult concepts and support for completing learning tasks. Despite these benefits, increased reliance on AI may be associated with reduced involvement in academic activities and other forms of educational disengagement. This study will investigate the relationship between students’ perception of AI use and educational disengagement among undergraduates of Gombe State University. A correlational survey design will be adopted. The population of the study will consist of 16,500 undergraduate students, from which a sample of 381 students will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire measuring students’ perception of AI use and educational disengagement. The instrument will be subjected to face and content validation by experts in Educational Psychology and Measurement and Evaluation, while its reliability will be established before the main study. Mean and standard deviation will be used to determine the levels of the two variables, while Pearson Product Moment Correlation will be used to examine their relationship. The study is expected to provide evidence concerning students’ perceptions of AI and the extent to which such perceptions are associated with educational disengagement. The findings may assist lecturers and university administrators in developing responsible AI-use practices that encourage active participation and meaningful learning among undergraduate students. Keywords: Artificial Intelligence; Students’ Perception; Educational Disengagement; Undergraduate Students; Gombe State University.
Read More →This study will investigate the influence of parental involvements on academic motivation and self-image of undergraduate students in Public Tertiary Institutions in Northern Senatorial District of Cross River State. The study will be carried out in Federal University of Education, Obudu(FCUOB) and University of Cross River State (UNICROSS)-Ogoja and Okuku campuses. The study will adopt ex-post-facto research design. Two research questions and two null hypothesis will guide the study. The population of the study will comprise of all the 11,660 full-time undergraduates from the three campuses. The sample of the study will be 600 undergraduates from the six faculties (4 in Obudu,1 each in Okuku and Ogoja) of the universities drawn using multistage samplfaculties (que. Three instruments will be designed, validated and used for usinghe instruments are Parental Involvement Rating Scale (PIRS) which has twenty-five items, Academic Motivation Survey for Students Questionnaire (AMSSQ) with twenty-eight items and the Body Self Image Questionnaire (BSIQ) which has twenty-seven items. The reliability of the instruments will be established using Pearson Product Moment Correlation (PPMC). Data of the study will be analyzed using Mean and Standard Deviation, while ANOVA will be used to test the hypothesis at a 0.05 level of significance
Read More →Educational disengagement has become an increasing concern among undergraduate students in Nigeria, particularly in the North-East, where economic hardship, insecurity, and psychosocial challenges continue to undermine students' academic experiences. This study examines the predictive influence of financial stress, mental health, and academic apathy on educational disengagement among undergraduate students in North-East Nigeria. The study is premised on the assumption that students experiencing financial difficulties and psychological distress are more likely to demonstrate reduced academic motivation, poor class participation, absenteeism, and diminished commitment to their educational goals. A correlational survey research design is proposed for the study. The target population comprises undergraduate students enrolled in selected public universities across the North-East geopolitical zone of Nigeria. A multi-stage sampling technique will be employed to obtain a representative sample. Data will be collected using standardized instruments measuring financial stress, mental health, academic apathy, and educational disengagement. The instruments will undergo validity and reliability testing to ensure their psychometric soundness. Descriptive statistics will be used to summarize the data, while Pearson Product Moment Correlation and multiple regression analyses will test the study hypotheses at the 0.05 level of significance. It is anticipated that financial stress, poor mental health, and academic apathy will each significantly predict educational disengagement, with their combined effects explaining a substantial proportion of the variance in students' disengagement from academic activities. The findings are expected to provide empirical evidence to guide university administrators, educational psychologists, counsellors, and policymakers in developing interventions that promote students' financial well-being, psychological resilience, and academic engagement. The study also contributes to the growing body of literature on student success by highlighting the interplay of economic, psychological, and motivational factors influencing educational participation in conflict-affected and economically vulnerable regions. Keywords: Financial stress, mental health, academic apathy, educational disengagement, undergraduate students, North-East Nigeria.
Read More →Financial stress is a significant challenge faced by undergraduates, affecting both their overall well-being and English language performance. This study investigates financial stress and mental health outcomes among English language undergraduates in Imo State, Nigeria: A Correlational Study. Financial stress is a significant challenge faced by undergraduate students, affecting both their overall well-being and English language performance. Understanding the unique financial pressures and their impact on mental health within this context is essential for developing targeted support strategies. This study focuses on key financial stressors such as tuition fees, housing costs, daily living expenses, debt obligations, and insufficient financial aid and examines how these challenges contribute to psychological effects, including anxiety, depression, and emotional distress. Data were collected using both quantitative and qualitative methods through structured questionnaires and was analyzed using SPSS version 30. The findings illustrate a strong relationship between financial stress and mental health problems, bringing into sharp focus the critical need for effective coping strategies and institutional support. The findings underscore the importance of implementing structured financial literacy programs, expanding scholarship opportunities, and improving access to student’s mental health services as practical measures to mitigate the negative psychological impact of financial stress. By addressing the specific financial challenges identified in this study, undergraduates can reduce anxiety and depression levels, enhance their English language performance, and promote long-term financial resilience. Keywords: Financial stress, mental health, undergraduates, English language, coping strategies, Imo State.
Read More →The increasing use of Artificial Intelligence (AI) tools in higher education has created new opportunities for postgraduate students to access information, support academic tasks, and enhance learning. However, concerns have emerged regarding the possible effects of excessive or inappropriate reliance on AI tools on students’ ability to think critically, analyse information, evaluate evidence, and develop independent judgments. This study will assess the effects of AI usage on critical thinking skills among postgraduate students in Nnamdi Azikiwe University, Awka. The study will adopt a descriptive survey research design. The population of the study will comprise postgraduate students of Nnamdi Azikiwe University, Awka, from whom a sample will be selected using an appropriate sampling technique. Data will be collected using a structured questionnaire developed by the researcher and validated by experts in the relevant field. The reliability of the instrument will be established using an appropriate reliability technique. Data collected will be analysed using descriptive and inferential statistical methods in line with the research questions and hypotheses. The study is expected to provide empirical evidence on the relationship between AI usage and the development of critical thinking skills among postgraduate students. The findings will provide useful information for postgraduate students, lecturers, university administrators and other stakeholders on how AI tools can be utilised effectively without undermining students’ independent thinking and analytical abilities. Keywords: Assessment, Artificial Intelligence, critical thinking skills, postgraduate students.
Read More →The study investigated the relationship between financial stress and academic motivation among undergraduate students in Imo State University. Specifically, the study determined the relationship between tuition and educational expenses and academic motivation, as well as the relationship between daily living and accommodation expenses and academic motivation among undergraduate students in Imo State University. Two research questions were posed, while two null hypotheses were formulated to guide the study. The study adopted correlational research design. The population comprised 13,671 undergraduate students enrolled in Imo State universities, Owerri. A sample of 600 respondents was used. Multistage sampling procedure involving purposive and simple random sampling techniques was employed to select the respondents. Data were collected using a researcher-developed instrument titled Financial Stress and Academic Motivation Questionnaire (FSAMQ). The instrument was validated by experts in Educational Management and Measurement and Evaluation, while its reliability was established using the Cronbach Alpha method. Pearson Product Moment Correlation (PPMC) was used to answer the research questions, whereas the hypotheses were tested using the t-test associated with the correlation coefficient, at the 0.05 level of significance. Findings indicated that tuition and educational expenses, as well as daily living and accommodation expenses, demonstrate significant relationships with academic motivation among undergraduate students. Keywords: Financial stress, tuition expenses, living expenses, academic motivation, undergraduate students.
Read More →This study examined influence of mental health and academic apathy on students' learning engagement in AE-FUNAI. The study adopted correlational survey research design. A sample of 384 was drawn from 18963 undergraduates’ students of AE-FUNAI using multistage sampling technique. The instrument for data collection was a structured questionnaire developed by the researcher titled: "Mental Health, Academic Apathy and Students' Engagement in Learning Questionnaire (MHASELQ)." Data collected from the administration of the instrument were analyzed using mean, standard deviation, Pearson Product Moment of Correlation (PPMC) and simple regression. Mean and standard deviations were used to answer the research questions 1, 2 and 3 while research questions 4 and 5 were answered using PPMC. The hypotheses were tested using simple linear regression. Real limit of numbers (which is 0.00-1.49 Very Low Extent, 1.50-2.49 Low Extent, 2.50-3.49 High Extent, 3.50-4.00Very High Extent) was used to interpret the results of the research questions 1, 2 and 3. The findings of the study revealed that the level of mental health, academic apathy and learning engagement among students of AE-FUNAI were relatively high; students exhibited a high level of academic apathy ad engagement in learning; mental health had significant positive relationship with students' engagement in learning while academic apathy had significant negative relationship with students' engagement in learning. The study recommended among others that parents and guardians should provide emotional encouragement and create supportive home environments that promote positive mental well-being. KEYWORDS: Mental health, Academic apathy, Learning, Engagement
Read More →This study utilized correlational research design to determine relationship between financial stress as a correlate of academic disengagement among secondary school students in Otuocha Education Zone in Anambra State. Two research questions guided the study and one null hypotheses were tested at 0.05 level of significance. The population of the study consisted 4200 senior secondary 2 students (SS2) in Otuocha Education Zone. The sample for the study consisted 400 students drawn from the population of the study using simple random sampling technique. Two sets of questionnaire “Financial Stress Scale (FSS) and Academic disengagement Scale (ADS) were used for data collection. The instruments for data collection were validated by three experts in the Department of Educational Foundations Nnamdi Azikiwe University, Awka. The reliability of the instruments were established using Cronbach’s alpha method and the alpha coefficient were 0.84 for FSS and 0.75 for ADS. Data collected were analyzed using Pearson Product Moment Correlation for answering the research questions while T-test of correlation Coefficient was used for testing the hypotheses. The findings of the study revealed that there is significant positive relationship between financial stress and academic disengagement among Secondary Students in Otuocha Education Zone in Anambra State. Based on the findings of the study, the researchers recommended that government agencies develop targeted psychosocial intervention programs, scholarship schemes, and student welfare policies that mitigate the impact of financial hardship on adolescent academic outcomes. Key words: financial stress, academic disengagement.
Read More →This study examined the Influence of mental health counselling services on lecturers’ job commitment in public universities in Rivers State, Nigeria. Two research questions and two null hypotheses guided the study. A descriptive survey research design was adopted to describe lecturers’ perceptions. The population of 1,972 lecturers, 1,585 in Rivers State University (RSU) and 387 in Ignatius Ajuru University of Education (IAUE). The population was obtained from the Establishment/Personnel Divisions of the Registries of RSU and IAUE based on 2025/2026 staff records. Using Taro Yamane’s formula at 0.05 precision, a sample size of 332 lecturers was determined. Proportionate stratified sampling was used to allocate the sample across the universities, followed by simple random sampling. Mental Health Counselling Services and Lecturers’ Job Commitment Questionnaire (MCSLJCQ) was used to collect data, Cronbach’s alpha yielded a reliability coefficient of 0.83. Mean and standard deviation were used to answer the research questions, while independent-samples t-test was used to test the null hypotheses at the 0.05 significance level. Findings indicated favourable levels of stress management counselling and emotional support counselling, with both influencing lecturers’ job commitment. The study concluded that mental health counselling strengthens lecturers’ commitment and engagement. It recommended stress-management programmes and emotional support services through counselling units. Keywords: Mental Health Counselling, Stress Management Counselling, Emotional Support Counselling, Lecturers’ Job Commitment, Public Universities
Read More →Academic disengagement among undergraduate students have posed to be a great concern in the educational sector. However, due to the ever-evolving change in socio-cultural trends and practices, students’ level of academic engagement tends to drop drastically over the years, posing a major challenge that may hinder educational attainment. This study examined socio-cultural determinants of academic disengagement among undergraduates in Rivers State. The ex-post facto and correlational research designs were adopted. The population comprised all 110,000 undergraduates in Rivers State, while a sample of 424 respondents was selected using multi-stage sampling procedure. Data were collected using the “Socio-Cultural Determinants of Academic Disengagement Questionnaire” (SCDADQ) and “Academic Disengagement Scale” (ADS) and was analyzed using mean, standard deviation, simple regression one-way analysis of variance (ANOVA) and t-test associated with the regression analysis at the 0.05 level of significance. Findings revealed that socio-economic (p= 0.00<0.05) and family type (p= 0.00<0.05) significantly influences academic disengagement among undergraduates, peer pressure (p= 0.006<0.05) relates significantly with academic disengagement among undergraduates. The study concludes that the above socio-cultural determinants should be treated as issues of utmost concern for better academic engagement among undergraduates. The paper recommends that school administration should try and subsidise the cost of education to help students to be more academically engaged, undergraduates should keep positive friend groups that motivate them to be academically engaged, parents and significant others should intentionally endeavor to build and maintain family types that gives students an edge to remain academically engaged. Keywords: academic disengagement, education, sociocultural determinants, socioeconomic status, peer pressure, family type, cultural beliefs, undergraduate students.
Read More →This study assessed the role of the Nigerian Education Loan Fund (NELFUND) in re-engaging financially stressed students through counseling and psychological interventions among Level 200 undergraduate students of Northwest University Kano. A descriptive survey research design was adopted. The study population comprised 2,480 students, from which a sample of 333 respondents was selected using the Krejcie and Morgan (1970) sample size table and a multistage sampling technique. Data were collected using a researcher-developed questionnaire validated by experts, with a Cronbach's Alpha reliability coefficient of 0.87. Mean and standard deviation were used to answer the research questions, while independent samples t-test and one-way ANOVA were used to test the hypotheses at the 0.05 level of significance. The findings revealed that NELFUND significantly reduces financial anxiety and enhances students' academic engagement, while counseling and psychological interventions improve resilience, motivation, and academic persistence. The study concluded that integrating NELFUND with counseling and psychological support services provides a more effective approach to addressing financial anxiety and academic apathy among university students. It recommended strengthening counseling services alongside the implementation of NELFUND in Nigerian tertiary institutions. Keywords: NELFUND, financial anxiety, counseling, psychological intervention, student re-engagement, Northwest University Kano
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