AI UTILIZATION IN EDUCATIONAL ASSESSMENT: THE LECTURERS VIEW ON INNOVATIVE ASSESSMENT AND ACADEMIC INTEGRITY

Abstract

This study investigated Nigerian university lecturers' perceptions of Artificial Intelligence (AI) in educational assessment, focusing on academic integrity concerns and innovative assessment practices. The research employed a correlational design with a population of 3,083 university teachers, from which a sample of 322 professors, associate professors, and senior lecturers were randomly selected from federal, state, and private universities across Nigeria's six geopolitical zones. Data were collected using the validated University Teachers' Perception and Utilization of AI Questionnaire (UTPUAIQ), a 20-item, 4-point Likert scale instrument with high reliability (split-half coefficient = 0.88). The Google Survey Approach was utilized for data collection, with rigorous follow-up procedures ensuring a strong response rate. The method of data analysis was Pearson Product Moment Correlation. The study revealed a significant negative relationship between positive perceptions of AI use and academic integrity concerns, indicating that lecturers who view AI favorably report fewer integrity worries; and a significant positive relationship between AI tool perception and innovative assessment concerns, suggesting that technologically-engaged educators critically evaluate implementation challenges. Both null hypotheses were rejected at the 0.05 significance level. The study recommended among others that University Lecturers should actively participate in training programs that enhance their understanding of AI tools in assessment, focusing on both technical skills and ethical considerations.