Dr. AGI Christiana Ikpoyi,Dr. HAGER Atisi Eremina Amakiri, HINDAN Leonard Terungwa & EGIRI Isaiah Agama
ASSESSMENT OF LECTURERS’ LEVEL OF AWARENESS, UTILIZATION, AND CONSTRAINTS OF ARTIFICIAL INTELLIGENCE (AI) FOR TEACHING AND ASSESSMENT IN UNIVERSITIES IN NIGERIA
The rise of Artificial Intelligence (AI) has ushered in a new era of opportunities and challenges across various sectors, particularly in educational assessment. As AI technology continues to evolve, academics and researchers are examining its impact on assessment procedures, especially in Nigerian universities. This study aims to evaluate the extent of awareness, utilisation, and limitations of AI tools for teaching and assessment among lecturers in Nigerian universities. The study was guided by one hypothesis and three research questions. The research design used in the study was a mixed approach. The study population was infinite, consisting of all lecturers in all the universities in Nigeria. 4193 respondents participated in the study. 2 instruments were used for data collection: a Questionnaire on University Lecturers' Awareness and Utilization of AI in Teaching and Assessment (QULAUAITA) and a Key Informant Interview (KII) guide titled constraints of utilizing AI for Teaching and Assessment (CUAITTA). The instruments were validated by three experts in Measurement and Evaluation. The reliability coefficient of 0.82 was established using the split-half method. Mean and Standard Deviation were used to analyse the research questions while Pearson product movement correlation was used in hypothesis testing. The data collected using KII were transcribed, coded and analysed thematically. Findings from the study revealed that while lecturers in Nigerian universities have moderate awareness of AI applications in teaching and assessment, their utilisation of AI tools remains low. A key reason for this limited usage is inadequate knowledge and training on AI integration in teaching and assessment. The study recommends that workshops and seminars could be organised to equip lecturers with innovative teaching and assessment methods that incorporate AI, thereby enhancing students’ learning experiences. Furthermore, programs that aim at increasing the skills of lecturers in utilising AI in their various fields of specialty could be prioritised. By addressing the current gaps in awareness and utilisation, universities can better equip their lecturers to utilize these innovative tools effectively.
Keywords: Teaching, Assessment, Lecturer, Artificial Intelligence, Awareness, Utilization.
Dr. AGI Christiana Ikpoyi,Dr. HAGER Atisi Eremina Amakiri, HINDAN Leonard Terungwa & EGIRI Isaiah Agama
ASSESSMENT OF LECTURERS’ LEVEL OF AWARENESS, UTILIZATION, AND CONSTRAINTS OF ARTIFICIAL INTELLIGENCE (AI) FOR TEACHING AND ASSESSMENT IN UNIVERSITIES IN NIGERIA
The rise of Artificial Intelligence (AI) has ushered in a new era of opportunities and challenges across various sectors, particularly in educational assessment. As AI technology continues to evolve, academics and researchers are examining its impact on assessment procedures, especially in Nigerian universities. This study aims to evaluate the extent of awareness, utilisation, and limitations of AI tools for teaching and assessment among lecturers in Nigerian universities. The study was guided by one hypothesis and three research questions. The research design used in the study was a mixed approach. The study population was infinite, consisting of all lecturers in all the universities in Nigeria. 4193 respondents participated in the study. 2 instruments were used for data collection: a Questionnaire on University Lecturers' Awareness and Utilization of AI in Teaching and Assessment (QULAUAITA) and a Key Informant Interview (KII) guide titled constraints of utilizing AI for Teaching and Assessment (CUAITTA). The instruments were validated by three experts in Measurement and Evaluation. The reliability coefficient of 0.82 was established using the split-half method. Mean and Standard Deviation were used to analyse the research questions while Pearson product movement correlation was used in hypothesis testing. The data collected using KII were transcribed, coded and analysed thematically. Findings from the study revealed that while lecturers in Nigerian universities have moderate awareness of AI applications in teaching and assessment, their utilisation of AI tools remains low. A key reason for this limited usage is inadequate knowledge and training on AI integration in teaching and assessment. The study recommends that workshops and seminars could be organised to equip lecturers with innovative teaching and assessment methods that incorporate AI, thereby enhancing students’ learning experiences. Furthermore, programs that aim at increasing the skills of lecturers in utilising AI in their various fields of specialty could be prioritised. By addressing the current gaps in awareness and utilisation, universities can better equip their lecturers to utilize these innovative tools effectively. Keywords: Teaching, Assessment, Lecturer, Artificial Intelligence, Awareness, Utilization.