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All Journal Edukasiana: Jurnal Inovasi Pendidikan
Taura, Ali Abdullahi
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Education Mathematics Other

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Artificial Intelligence (AI): Perception and Utilization of AI Technologies in Educational Assessment in Nigerian Universities Ibrahim, Abdul-Wahab; Taura, Ali Abdullahi; Iliyasu, Abdullahi; Shogbesan, Yusuf Olayinka; Lukman, Shehu Adaramaja
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i3.763

Abstract

The ubiquity of Artificial Intelligence (AI) has generated different perceptions and views regarding its usefulness in conducting educational assessment in Nigerian universities. This study determined whether academic integrity and innovative assessment concerns affect how university teachers utilize diverse AI tools in educational assessment. It also investigated if university teachers’ perception of using AI tools is likely to be associated with their tendency to personalize AI use at universities in the country. The study adopted inferential research design. 3,083 university teachers comprised the population in the study, out of which the sample of 322 participants who are professors, associate professors, and senior lecturers from government and privately-owned universities, were randomly selected for the study. The instrument was a 4-point scale questionnaire titled: “University Teachers’ Perception and Utilization of AI Questionnaire (UTPUAIQ).” The data were analyzed using independent t-test, Pearson Product Moment Correlation and Chi-Square statistics, as percentile analysis was explored using simple percentage statistical procedure. The results revealed that academic integrity concerns have an influence on how university teachers perceive AI use in assessment; that perception for innovative assessment concerns at university significantly affects how university teachers utilize diverse AI tools in educational assessment; and that university teachers’ perception of using AI tools is likely to be associated with their tendency to personalize AI use at universities. It was concluded that AI use in educational assessment is in itself not harmful but the potential risks involved must be mitigated as it is deployed for use for students’ assessment at universities in Nigeria. Hence, there is a need to ensure the ethical, inclusive and equitable use of AI in educational assessment at universities in the country.
Development, Validation, and Empirical Testing of an Innovative Metric For Assessing Lecturers' Pedagogical Efficacy Within Nigerian Higher Education Institutions Ibrahim, Abdul-Wahab; Taura, Ali Abdullahi
Edukasiana: Jurnal Inovasi Pendidikan Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v4i3.1168

Abstract

This study developed and evaluated the reliability of the 30-item Lecturers' Teaching Effectiveness Scale (LTES) while investigating how university structure, gender, and teaching experience impact LTES scores. Employing an instrumental research design, the study targeted all in-service university lecturers in Nigeria. A sample of 2,400 lecturers was selected from six states representing the country’s geopolitical zones. The LTES, created following a thorough literature review, evaluates various facets of teaching effectiveness. Data were analyzed using Exploratory Factor Analysis, independent t-tests, One-Way ANOVA, and Scheffe Post hoc tests. After removing six items with low reliability, the refined 24-item LTES exhibited strong reliability, with a Cronbach's Alpha of 0.89 and a Split-half coefficient of 0.75, surpassing the original version. Consistent item-total statistics reinforced the scale's robustness. Results showed no significant impact of university structure or gender on LTES scores, indicating teaching effectiveness is unrelated to these factors. However, teaching experience significantly influenced scores, highlighting that experienced lecturers achieve higher effectiveness. Hence, the LTES introduces a refined, robust 24-item tool with high reliability, specifically designed to evaluate diverse facets of teaching effectiveness, while being unaffected by variables like university structure or gender. It was recommended that continuous efforts to support lecturers are essential for sustaining high levels of teaching effectiveness throughout their careers.
Co-Authors Ibrahim, Abdul-Wahab Iliyasu, Abdullahi Lukman, Shehu Adaramaja Shogbesan, Yusuf Olayinka