INFLUENCE OF LECTURERS’ ACADEMIC QUALIFICATIONS ON THEIR AWARENESS, READINESS AND UTILISATION OF ARTIFICIAL INTELLIGENCE IN EDUCATION AT A NIGERIAN UNIVERSITY

Abstract

The study assessed the influence of lecturers’ academic qualifications on their awareness, readiness and the utilisation of Artificial Intelligence for education in a Nigerian university. The study adopted a descriptive research of a survey type. A sample of 271 lecturers were selected using Proportionate Stratified Randomly Sampling Technique. A researcher-designed structured questionnaire validated by four experts were used for data collection. The questionnaire was tested for reliability using Cronbach Alpha Correlation Formula and the data obtained were analysed and reliability coefficients of 0.87, 0.80, and 0.82 were obtained for awareness, readiness and utilisation of Artificial Intelligence respectively. One-way ANOVA reported that F_(2,268)= 0.48, p > 0.05 showing no significant difference in the mean response of lecturers with different academic qualifications on their awareness of Artificial Intelligence for education in a Nigerian University. Also, F_(2,268)= 0.76, p >0.05 implying no significant difference in the mean response of university lecturers with different academic qualifications on their readiness to use Artificial Intelligence for education in a Nigerian University. F_(2,268) = 5.09, p<0.05 indicating a significant difference in the mean response of university lecturers with different academic qualification on utilisation of Artificial Intelligence for education in favour of lecturers with Bachelor Degree. In light of the findings, it was recommended among others that special training and workshops should be organised for lecturers especially those with masters and PhD degrees to increase their level of awareness and utilisation of AI.