INTEGRATING ARTIFICIAL INTELLIGENCE POWERED TOOLS FOR STUDENTS’ ASSESSMENT IN BUSINESS EDUCATION PROGRAMMES IN TERTIARY INSTITUTIONS

Abstract

This study investigated ways of integrating artificial intelligence powered tools for students’ assessment in business education programmes in tertiary institutions. Three purposes of the study with their corresponding research questions guided the study. The hypotheses were tested using t-test statistical tool at 0.05 level of significance. Descriptive survey design was adopted for the study. Population of the study comprised of all the 49 business education lecturers from all the tertiary institutions in Ebonyi State. There was no sampling as the researchers found the population to be manageable. Instrument for data collection was a structured questionnaire constructed by the researchers. Reliability of the instrument was ensured by trial-testing it at Enugu State University, Enugu. Cronbach Alpha was used to test responses from the trial-test and it yielded coefficient values of 0.91, 0.74 and 0.68 for clusters one, two and three respectively. The trial-test yielded a total coefficient index of 0.78 for all the clusters. The mean value was used in answering the research questions, standard deviation was used to test the homogeneity or otherwise of the mean ratings. T-test statistical tool was used to test the null hypotheses at 0.05 level of significance. The findings revealed that that Automated grading systems, Multiple-choice and short-answer question grading systems, Essay grading systems, Feedback systems among others are AI-powered tools that could be used for students’ assessment in business education programmes in tertiary institutions. The findings also revealed that ai-powered tools could be integrated for students’ assessment by using them to: Conduct online quizzes and tests, Assess students’ presentations, Assess students’ knowledge through automated questioning, Evaluate students’ written assignments. Based on findings of the study, it was recommended among others that tertiary institutions should implement training and retraining initiatives for business education lecturers in order to encourage them to always use AI-powered tools in students’ assessments.