DOWNLOAD THE COMPLETE PROJECT

4 Users found this project useful

Effect of Gambling Harm Education on Gambling Harm Knowledge among University Students in Nigeria

Abstract

Gambling-related harm is an important public health and social concern among university students in Nigeria, particularly as increased access to online betting, sports wagering, and other forms of gambling may expose young adults to financial, psychological, academic, and social consequences. University students may engage in gambling because of peer influence, entertainment, expectations of financial gain, easy access to digital betting platforms, and the perception that gambling provides a quick means of earning money. However, limited knowledge about gambling-related harms may reduce students' ability to recognize risky gambling behaviours and their potential consequences. Gambling harm education provides an opportunity to equip university students with accurate information about gambling risks, warning signs of problematic gambling, financial consequences, psychological effects, social consequences, responsible decision-making, and available support services. Against this background, this study investigates the effect of gambling harm education on gambling harm knowledge among university students in Nigeria. The study will be anchored on the Health Belief Model, Social Cognitive Theory, and the Theory of Planned Behavior. The Health Belief Model explains how students' perceptions of their susceptibility to gambling-related harm, perceived severity of consequences, perceived benefits of gambling harm education, perceived barriers, and cues to action may influence their acquisition and application of gambling harm knowledge. Social Cognitive Theory emphasizes the roles of knowledge, self-efficacy, observational learning, peer influence, and environmental factors in shaping gambling-related perceptions and behaviours. The Theory of Planned Behavior explains how attitudes, subjective norms, perceived behavioural control, and behavioural intentions may influence students' understanding of gambling risks and their responses to gambling-related problems. Collectively, these theoretical perspectives provide a suitable framework for explaining how gambling harm education may influence gambling harm knowledge among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate and postgraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select states, universities, faculties, departments, and eligible students. Gambling harm education will be measured using indicators such as exposure to structured educational sessions, frequency and duration of education, information about gambling-related risks, recognition of problematic gambling behaviours, financial consequences, psychological effects, academic consequences, relationship and social consequences, gambling-related cognitive misconceptions, online gambling risks, responsible decision-making, financial management, help-seeking, available support services, and referral pathways. Gambling harm knowledge will be assessed using indicators such as the ability to identify common gambling-related harms, recognize warning signs of problematic gambling, understand financial risks, identify psychological and emotional consequences, recognize effects on academic responsibilities and relationships, understand the risks associated with online gambling, identify common misconceptions about gambling, recognize when gambling may require professional or supportive intervention, and identify appropriate sources of reliable information and support. Data will be collected using structured questionnaires, case-based scenarios, and appropriately validated gambling harm knowledge instruments administered before and after the educational intervention where a quasi-experimental design is used. Descriptive statistics will be used to summarize students' demographic and academic characteristics, gambling exposure, participation in gambling harm education, and knowledge levels. Inferential statistical techniques, including paired or independent sample tests, chi-square tests, correlation analysis, and multiple regression analysis where appropriate, will be used to determine the effect of gambling harm education on gambling harm knowledge. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that gambling harm education has a significant positive effect on gambling harm knowledge among university students in Nigeria. Students exposed to structured gambling harm education are expected to demonstrate improved knowledge of gambling-related financial, psychological, academic, and social harms compared with their baseline knowledge or students without similar educational exposure. Education may improve students' ability to recognize problematic gambling patterns, understand gambling-related cognitive misconceptions, identify the risks associated with online betting, appreciate the potential consequences of gambling losses, and recognize appropriate sources of support. Interactive approaches involving case discussions, financial decision-making exercises, digital-media education, group discussions, and practical scenarios may strengthen students' understanding of gambling-related harms. However, peer influence, aggressive gambling advertising, easy access to online betting platforms, financial pressures, misconceptions about winning probabilities, normalization of gambling, and limited access to specialized support services may reduce the effectiveness and sustainability of gambling harm education. The study therefore expects accessible, evidence-based, culturally appropriate, and sustained gambling harm education to contribute significantly to improved gambling harm knowledge among university students in Nigeria. The study is expected to contribute to the literature on gambling harm education, gambling harm knowledge, university students, gambling-related risks, behavioural health, financial wellbeing, mental health promotion, health education, addiction prevention, and public health in Nigeria. The findings will provide useful information to the National Universities Commission, Federal Ministry of Education, Federal Ministry of Health and Social Welfare, universities, student affairs departments, counselling centres, university health services, psychologists, counsellors, public health practitioners, financial education providers, youth organizations, development partners, and policymakers regarding strategies for reducing gambling-related harm among young adults. The study will also provide evidence-based recommendations for integrating gambling harm education into university health and student wellbeing programmes, strengthening counselling and referral services, improving financial and digital literacy, increasing awareness of gambling risks, promoting informed decision-making, and establishing sustainable gambling harm prevention and education programmes across universities in Nigeria.

Keywords: Gambling harm education, gambling harm knowledge, university students, gambling-related harm, sports betting, online gambling, gambling risks, financial wellbeing, mental health promotion, health education, addiction prevention, Nigeria, public health.