Submitted abstracts for the 2026 NCEP Annual Conference. Use the filters below to search by keyword, author, or sub-theme.
93 abstracts found
The rapid integration of Artificial Intelligence (AI) into higher education has transformed how students access information, solve problems, and engage with learning. While AI-powered tools offer significant opportunities for personalized learning, improved academic productivity, and enhanced access to educational resources, concerns are growing about students’ overreliance on these technologies and their potential impact on critical and creative thinking. This conceptual paper examines the opportunities and risks associated with AI use among Nigerian university students and explores strategies for promoting higher-order thinking skills in the digital intelligence era. Drawing on Educational Psychology perspectives and relevant literature, the paper discusses how excessive dependence on AI may reduce independent reasoning, reflective thinking, originality, and problem-solving abilities if left unchecked. Conversely, when thoughtfully integrated into teaching and learning, AI can stimulate inquiry, creativity, collaboration, and self-regulated learning. The paper argues that educators should adopt learner-centred pedagogical approaches that position AI as a complementary learning tool rather than a substitute for human thinking. It further recommends curriculum redesign, authentic assessment practices, digital literacy education, and teacher professional development as essential strategies for fostering critical and creative thinking in AI-enhanced learning environments. The paper concludes that balancing AI innovation with intentional educational practices is crucial for preparing Nigerian students to become reflective, creative, and ethically responsible learners in an increasingly digital world.
Read More →This study investigated Academic Empathy and Mental health as correlate to learners’ engagement in Post Basic secondary in Agbani Educational Zone. The study has two research hypotheses. Target population for the study comprised one thousand nine hundred, and eighty-two (1,982) SS3 Students of post-basic secondary schools in Enugu Educational Zone, Sample size for the study comprised (220) respondents. A multiple stage sampling technique was used in selecting the sample. The data obtained from the responses during pilot study were used in computing the reliability coefficient using Cronbach Alpha method. The Alpha value was found to be 0.78 academic empathy questionnaire, 0.82 for mental health questionnaire and 0.80, for learners’ engagement questionnaire indicating high reliability of the instrument, Pearson Product Moment Correlation was used to answer the research questions. The study revealed that there exists a strong positive correlation between academic empathy and learners’ engagement in Post Basic secondary school learning engagement of Agbani Educational Zone, there exists a strong positive correlation between mental health and learners’ engagement in Post Basic secondary school learning engagement of Agbani Educational Zone. Recommendations were that Government should enshrine the concept of academic empathy to the teacher curriculum let is serve as a compulsory psychological construct this will make teachers listen actively to students by giving them opportunity to express their academic concerns. Teachers should ensure they promote open communication by maintaining regular and respectful dialogue with students and where appropriate, their parents or guidance
Read More →The digital intelligence era has changed how students learn, communicate, and seek support, yet many undergraduates continue to face financial pressure that affects their academic participation. This study examined the relationship between financial anxiety, academic apathy, and educational disengagement, as well as the moderating role of digital counseling among undergraduate students. An explanatory sequential mixed-methods design was used. A sample of 300 students was selected from six faculties using a multistage stratified random sampling technique. Data were collected with a validated 30-item questionnaire and semi-structured interviews. Reliability coefficients ranged from .81 to .88. Quantitative data were analysed using descriptive statistics, Pearson correlation, and hierarchical regression, while qualitative data were analysed thematically. Findings showed that 58.3% of respondents reported moderate to high financial anxiety. Financial anxiety was significantly related to academic apathy and educational disengagement. Digital counseling significantly moderated the relationship between financial anxiety and disengagement, suggesting that it reduced the strength of this association. Qualitative findings showed that students preferred WhatsApp and chatbot-based counseling because of low cost, convenience, and 24-hour accessibility. The study concludes that financial anxiety reduces academic engagement, but digital counseling can help buffer this effect. It is recommended that universities adopt hybrid counseling models, governments support student access to digital mental health services, and counselors be trained in digital ethics and emerging technologies. Keywords: financial anxiety, academic apathy, educational disengagement, digital counseling, digital intelligence era.
Read More →The study was designed to investigate the effects of study-time management training on the school adjustment of low-achieving in-school adolescents in Kogi State, Nigeria. Three specific purposes were generated. Three research questions were answered, and three null hypotheses were tested at the 0.05 significance level. The researcher adopted a quasi-experimental design for the study. The study targeted all low-achieving adolescents in Kogi State public senior secondary schools. The researcher sampled two hundred and twelve (212) identified low-achieving Senior Secondary Two (SSII) in-school adolescents from four intact classes drawn from public co-educational Senior Secondary Schools in Kogi State. The sampled in-school adolescents were identified as low achievers based on their previous records in academic achievement. Instruments used for data collection were the School Adjustment Rating Scale (SARS) and the Study-Time Management Training Programme. The data obtained were organised and analysed using means and standard deviations to answer research questions, and analysis of covariance (ANCOVA) to test hypotheses. The study revealed that low-achieving in-school adolescents who received study-time management training showed significantly better school adjustment than those in the waitlisted control group. Gender did not significantly influence school adjustment. Additionally, there was no significant interaction between treatment and gender, indicating that the training improved school adjustment similarly for both males and females. It was recommended, among other measures, that Schools should include study-time management training in their programmes to improve the school adjustment of low-achieving adolescents. Keywords: Study-Time Management training, school adjustment, Low-Achieving, In-School Adolescents, Kogi State, Nigeria
Read More →This study investigated mental health and academic apathy as correlate of school adjustment among senior secondary school students in Nasarawa state, Nigeria. Correlational research design was adopted and the study was guided by two research questions and two hypotheses that were tested at 0.05 level of significance. The population of the study consists of 32, 148 SS 2 students from 235 public senior secondary schools in Nasarawa state. The sample size of the study consisted of 384 SSII students from 12 public senior secondary schools selected using Multi-stage sampling procedure. Three instruments were used for data collection which include; “Mental Health Questionnaire (MHQ), Academic Apathy Questionnaire (AAQ) and School Adjustment Scale (SAS). The instruments were validated by three experts, two from the Measurement and Evaluation Unit and one from Educational Psychology Unit, Educational Foundations Department for content and construct validity which produces validity indexes of 0.88, 0.79 and 0.82 for Mental Health Questionnaire (MHQ), Academic Apathy Questionnaire (AAQ) and School Adjustment Scale (SAS) respectively. The reliability of the instruments was obtained using Richards Kuder son formula which gave reliability indexes of 0.81 for MHQ, 0.84 for AAQ and 0.87 for SAS. Pearson Product Moment Correlation Coefficient (PPMC) was used to answer the research questions on the basis of (r) and also in testing the hypotheses at 0.05 level of significance. Findings of the study revealed that there is a significant positive relationship between mental health and school adjustment of Senior Secondary School Students in Nasarawa state; the results also revealed a significant positive relationship between academic apathy and school adjustment of Senior Secondary School Students in Nasarawa state. Based on the findings of the study, it was concluded that both mental health and academic apathy are significantly and positively correlated with school adjustment among senior secondary school students in Nasarawa state. That is, promoting good mental health and positive academic apathy support better school adjustment. The study therefore recommended among others that there is need for the school authority and other relevant agencies to embark on sensitization campaign on how students will be guided and supported to maintain good mental wellbeing which will in turn enhance their school adjustment. Key Words: Mental Health, Academic Apathy, School Adjustment, Secondary School Students
Read More →This study examined the impact of health education programs on mental health and academic engagement of secondary school students in Anambra State, Nigeria. The study addressed three research questions. The study employed a descriptive survey design. The population of the study consisted of 9,957 teachers and school counselors in public secondary schools in Anambra State. A sample of 800 respondents was selected using a multi-stage sampling technique. A structured questionnaire was used to collect data from the respondents. The questionnaire was validated by experts and tested for reliability using Cronbach Alpha. Mean scores and standard deviations were used to analyze the data. The findings of the study revealed that health education programs have had significant positive impact on students' mental health and academic engagement, including improved awareness of mental health issues, development of coping skills, reduced absenteeism, and enhanced participation in learning activities. The study also revealed that inadequate funding, lack of trained personnel, and overcrowded curriculum are major challenges affecting the implementation of health education programs. The study concluded that health education programs are critical to promoting student wellbeing and academic success in Anambra State. It was recommended that the government increase funding, provide regular training for teachers and counselors, and integrate health education as a stand-alone subject in the school curriculum to strengthen implementation. Keywords: Health Education Programs, Mental Health, Academic Engagement, Secondary School Students, Anambra State
Read More →This study examined the psychology of money and financial attitudes as predictors of educational disengagement among university students in South East Nigeria. Conducted in Abia, Anambra, Ebonyi, Enugu, and Imo States, the study adopted a correlational research design with three research questions and corresponding null hypotheses. The population comprised 3,250 undergraduate students from five public universities, with a sample of 500 students drawn through multi-stage sampling. Data were collected using the Money Attitude Scale (MAS), Financial Stress Scale (FSS), and Educational Disengagement Scale (EDS), with reliability coefficients of 0.82, 0.79, and 0.84 respectively. Data were analysed using descriptive statistics, while Pearson Product Moment Correlation and multiple regression analysis tested the hypotheses at 0.05 significance level. Findings revealed a significant positive relationship between money attitudes and educational disengagement, indicating that students with maladaptive money attitudes—characterised by materialism, money-worship, and quick-wealth orientation—reported higher withdrawal from academic tasks. Financial stress significantly predicted educational disengagement, with inability to pay bills, difficulties in paying school fees, and inability to purchase required academic materials emerging as the most significant predictors. Psychological resilience partially mediated the relationship between financial capability and educational engagement. The study recommended financial literacy interventions to address maladaptive money attitudes and financial stress, and a longitudinal study on the relationship between money attitudes, financial stress, and academic engagement over time. Keywords: Psychology of money, financial attitudes, educational disengagement, university students, South East Nigeria, financial stress
Read More →Academic apathy, characterised by diminished interest, motivation, participation and emotional investment in academic activities, is an emerging concern among university students. This study examined financial stress and digital distraction as predictors of academic apathy and investigated whether resilience moderates these relationships among students in federal universities in South-South Nigeria. A correlational survey design was adopted. The population comprised undergraduate students in the six federal universities located across the six states of the South-South geopolitical zone. A sample of 600 undergraduates was selected through multistage sampling to ensure representation across the six states and selected federal universities. Data were collected using the InCharge Financial Distress/Financial Well-Being Scale, Digital Distraction Scale, Academic Apathy subscale of the Survey of Academic Orientations, and Connor-Davidson Resilience Scale. The instruments yielded acceptable internal consistency coefficients ranging from .81 to .92. Simple linear regression showed that financial stress significantly predicted academic apathy, R = .421, R² = .177, F(1, 598) = 128.42, p < .001, while digital distraction significantly predicted academic apathy, R = .486, R² = .236, F(1, 598) = 184.93, p < .001. Multiple regression indicated that the two predictors jointly explained 29.8% of the variance in academic apathy. Moderated multiple regression further indicated significant interaction effects of resilience with financial stress and digital distraction. The findings underscore the importance of financial support, digital self-regulation and resilience-building interventions for improving students’ academic functioning. Keywords: Financial stress, digital distraction, resilience, academic apathy, undergraduates, federal universities, South-South Nigeria.
Read More →School disengagement among youth is increasingly constituting a significant educational problem globally and has taken a great toll across Nigerian society. While neurodivergent and trauma-affected learners are among the most affected populations, studies suggest that exclusionary practices tend to exacerbate the unequal disengagement tendencies. For instance, neurodivergent learners are twice more likely to drop-out of school compared to the typically developing ones. Sadly, such increased likelihood is often viewed as an individual problem, with insufficient attention to the environmental conditions that may shape it. This conceptual paper draws on Bronfenbrenner's Ecological Systems Theory to frame disengagement among neurodivergent and traumatized learners as outcomes of disproportionate exclusionary experiences in schools. It proposes a disengagement–exclusion paradox, whereby environmental mismatch, misunderstanding, and exclusion may contribute to disengagement, while disengagement may subsequently reinforce further exclusion among neurodivergent and traumatized learners. Conversely, responsive and supportive educational environments could promote belonging, psychological safety, participation, and engagement. We argue that re-engagement requires more than modifying learner behaviour, but also teacher-learner relationships, classroom practices, institutional structures, and broader ecological conditions that define learners’ school experiences. The implications include strengthening teacher competencies in contextual assessment, neurodiversity-affirming and trauma-informed inclusive educational practices, relationship-building, and flexible classroom management. The framework contributes to inclusive education by reframing disengagement as a potential ecological phenomenon rather than solely a learner deficit and provides a basis for future empirical investigation. Keywords: ecological systems theory; educational exclusion; inclusive education; learner disengagement; neurodivergent learners; trauma-affected learners
Read More →Sexual harassment remains a significant social and psychological challenge affecting female undergraduate students in higher institutions. This study investigated sexual harassment as a predictor of mental well-being and self-esteem among female undergraduate students in Nnamdi Azikiwe University, Awka. The study was guided by two research questions, two research purposes, and two hypotheses. A correlational research design was adopted. The population of the study comprised all female undergraduate students of Nnamdi Azikiwe University, Awka for the 2025/2026 academic session. A sample of 301 respondents was selected using a convenient sampling technique. Three instruments were used for data collection, namely the Sexual Experiences Questionnaire (SEQ), the Ryff Psychological Well-Being Scale (RPWBS), and the Rosenberg Self-Esteem Scale (RSES). The instruments were validated by experts from the Department of Educational Foundations. The reliability of the instruments was determined using the Cronbach Alpha method and yielded reliability coefficient indices of 0.89, 0.69, and 0.70 for the SEQ, RPWBS, and RSES respectively. Data collected for the study were analyzed using simple linear regression. The coefficient of determination (R²) was used to answer the research questions, while simple linear regression analysis was used to test the hypotheses. The study revealed that sexual harassment significantly predicted the mental well-being of female undergraduate students but did not significantly predict their self-esteem. The study concluded that sexual harassment is a significant predictor of the mental well-being of female undergraduate students but not a significant predictor of their self-esteem. The study recommended that the university management should strengthen policies against sexual harassment, establish accessible reporting and counselling services, and organize regular awareness programmes to promote the mental well-being of female undergraduate students. Keywords: Sexual harassment, mental wellbeing, self-esteem, female undergraduates
Read More →The increasing prevalence of psychological distress among university students has become a major concern globally and particularly within Nigerian higher institutions due to rising tuition costs, academic workload, unemployment fears, and inadequate support systems. This concern, therefore, has paved way for research among scholars to come up with recommendations for evidence-based intervention for the benefit of the mental wellbeing of students. The study adopted a correlational survey research design to explore financial pressure, academic stress, and emotional intelligence as predictors of mental wellbeing among undergraduate education students of Nnamdi Azikiwe University. The population comprised undergraduate students in the Faculty of Education, and the Faculty of Vocational and Technical Education of the university. A sample of 800 students was drawn through multi-stage sampling procedure. Data was collected using four sets of questionnaires titled Financial Pressure Questionnaire (FPQ), Academic Stress Questionnaire (ASQ), Emotional Intelligence Questionnaire (EIQ), and Mental Wellbeing Questionnaire (MWbQ). The instruments were validated by experts in Educational Psychology, and Measurement and Evaluation. The reliability of the instruments was ascertained using Cronbach Alpha and alpha coefficients of 0.82, 0.85, 0.79, and 0.88 were obtained for FPQ, ASQ, EIQ and MWbQ respectively. Data collected were analyzed using simple regression analysis at 0.05 level of significance. Findings revealed that financial pressure and academic stress significantly and negatively predicted mental wellbeing, while emotional intelligence significantly and positively predicted mental wellbeing among undergraduate education students. Academic stress emerged as the strongest predictor of mental wellbeing. The study concluded that students experiencing high financial and academic pressures are more vulnerable to poor mental wellbeing, whereas emotionally intelligent students exhibit better coping abilities and psychological adjustment. It was recommended among others that university authorities should strengthen counselling services, establish financial aid schemes, and organize emotional intelligence development programmes for students. Keywords: Financial pressure, academic stress, emotional intelligence, mental wellbeing, undergraduate students, university education.
Read More →Nigeria currently hosts over 3.3 million Internally Displaced Persons (IDPs), with women and youth disproportionately affected by conflict, climate change, and insecurity (IOM, 2024). Displacement disrupts access to education, Primary Health Care (PHC), and increases vulnerability to Gender-Based Violence (GBV) and Sexual and Reproductive Health (SRH) risks. In the Digital Intelligence Era, the intersection of displacement and educational disengagement among Nigerian youths presents a critical challenge for national development. This paper argues that Community Health Workers (CHWs) are a pivotal, yet underutilized, cadre for disrupting the pattern of GBV and restoring dignity among IDPs. Drawing on global best practices and Nigeria’s health policy framework, the paper examines how CHWs can deliver integrated PHC, SRH services, psychosocial support, and GBV case management at the community level. It further explores the role of digital tools in enhancing CHW capacity, referral systems, and data collection for IDP youth in camps and host communities. The paper positions that investing in CHWs, aligning SRH/GBV response with education, and leveraging digital intelligence are essential to preventing educational disengagement and fostering critical thinking among displaced youth. It concludes with 7 policy and programmatic recommendations for government, NGOs, and educational institutions. Keywords: IDPs, GBV, SRH, CHWs, PHC, Educational Disengagement, Digital Health, Nigeria
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