Integrating Artificial Intelligence-Based Grading Tools in Universities for Inclusive Education in South-West Nigeria

Abstract

Public universities in South-West Nigeria were the focus of the investigation into the use of grading techniques based on artificial intelligence. The investigation was predicated on three 3) hypotheses, research questions, and objectives. The study's research design was a survey. All lecturers teaching in the education departments of public universities in southwest Nigeria made up the study's population. Fifteen lecturers from each institution were selected for the research. An AI-Based Grading Tools Integration Questionnaire (AIGTIQ) was a researcher structured questionnaire used to gather data. The instrument was developed using a five-point Likert scale. Three (3) experts were given copies of the questionnaire to ensure its authenticity. Using the test-retest approach and Pearson Product Moment Correlation, we were able to prove that the instrument had a reliability coefficient of .66. To address the study questions, mean and standard deviation were utilized to analyze the responses of the respondents. To evaluate the hypotheses, the researchers employed an independent sample t-test and set the significance level at.05. Public university lecturers in southwestern Nigeria are well-versed in the use of AI-powered grading systems. Additionally, lecturers at public universities in South West Nigeria did not use AI grading tools very often. Finally, the research concluded that lecturers at public institutions had a positive outlook on the use of AI grading tools. Among the many recommendations made is that universities in South-West Nigeria should work with TETFUND to provide frequent and thorough training for faculty on how to use AI-powered grading systems for student evaluations.