The rapid rise of Artificial Intelligence in education opens up new vistas for redefining pedagogical approaches and evaluative mechanisms in tertiary institutions. However, the efficacy of integrating AI into academic circles primarily lies on the lecturers' propensity to adopt the technology and integrate it into practice. Therefore, the current study seeks to determine the extent of acceptance of Artificial Intelligence (AI) tools by lecturers for teaching and assessment in tertiary institutions in Nigeria. A cross-sectional descriptive survey research design was adopted, guided by the Technology Acceptance Model (TAM). A sample of 241 lecturers were purposively and randomly obtained from 3 Universities, 2 Polytechnics and 1 College of Education. Lecturers' Acceptance of Artificial Intelligence Tools for Teaching and Assessment Questionnaire (LAAITAQ), developed by the researcher, was used to collect data from the sample. The questionnaire was validated by specialists in Educational Technology and Measurement and Evaluation. Cronbach Alpha coefficient of 0.87 was established to guarantee the reliability of the instrument. Research questions were answered using means and standard deviations while t-test and one-way ANOVA were utilized to test the hypotheses at 0.05 level of significance. The findings show that generally, lecturers have a high level of acceptance for the use of AI tools for teaching (Grand Mean = 3.62, SD = 0.73) and assessment (Grand Mean = 3.58, SD = 0.74). Male and female lecturers have a similar level of acceptance of AI tools for teaching and assessment as there was no significant difference between the gender of the lecturers (t = 1.38, p > 0.05). Also, there was a significant difference in the acceptance level of AI tools for teaching and assessment based on the type of institution (F = 4.58, p < 0.05). Lecturers in universities recorded significantly higher level of acceptance compared to their counterparts in the polytechnics and college of education. The study concluded that lecturers in Nigerian tertiary institutions are quite receptive to the incorporation of AI in their teaching and assessment and recommended that efforts in the area of continuous professional development, infrastructural upgrades and enabling institutional policies are imperative to promote ethical and efficient deployment of AI in mathematics education.
Igabari et al. (Mon,) studied this question.