Integration of Artificial Intelligence (A1) Driven Assessment Tools on the Academic Performance of Students in Public Universities in Rivers State

Abstract

The study examined the integration of Artificial Intelligence (AI) Driven Assessment tools on the academic performance of students in public Universities in Rivers State. Three research questions and hypotheses guided the study. The study employed the descriptive research survey design. The population of the study was 1,754 lecturers of Rivers State University and Ignatius Ajuru University of Education in Rivers State. Taro Yamane formula was used to determine the sample size of 514. Proportionate sampling technique was used to select 329 lecturers from Rivers state university and Ignatius Ajuru university of education. The instrument for data collection was a self-structured questionnaire tagged “Artificial Intelligence (A1) Driven Assessment tools on the Academic Performance of Students in Rives State Universities Questionnaire” (AIDAAPSQ). The instrument was validated by 2 experts in educational management and I expert in measurement and evaluation in the faculty of education. Reliability of the instrument was determined using Cronbach Alpha method and reliability indexes of 0.78, 0.81, 0.84. Data collected were analysed using mean and standard deviation to answer research questions while Z-test to analyse the hypotheses at 0.05 level of significance. Based on the findings of the study, the study found that despite the potential benefits of these tools in enhancing students learning outcomes, the respondents' feedback indicated a limited extent of adoption and utilization. Based on the findings of the study, recommended among others that lecturers should undergo training and workshops on AI-driven assessment tools to enhance their technical skills and confidence.