Exploring Students' Perception And Institutional Readiness For Artificial Intelligence Based Assessment Tool In Tertiary Institution In Anambra State

Abstract

Artificial Intelligence (AI) is transforming educational assessment worldwide, yet its adoption in Nigerian
higher institutions is still emerging. This study examined students' perceptions and institutional readiness
for AI-based assessment tools in selected tertiary institutions in Anambra State. It explored awareness
levels, perceptions of fairness, reliability, and effectiveness, institutional preparedness, and perceived
benefits and challenges. A descriptive survey design was used with 520 participants drawn through
stratified random sampling from Chukwuemeka Odumegwu Ojukwu University, (200), Nnamdi Azikiwe
University, (180), and Federal Polytechnic Oko, (140). Data were collected using a structured
questionnaire validated by experts in educational technology and measurement, and designed on a 5-point
Likert scale. The instrument had a Cronbach's Alpha reliability of 0.89. Data analysis with descriptive and
inferential statistics (t-test and ANOVA) revealed generally positive perceptions, with an overall mean of
3.82 (SD = 0.74). Respondents recognized AI's potential to improve fairness, reliability, and efficiency in
assessment, though challenges included inadequate infrastructure, insufficient staff training, and lack of
policy frameworks. The study recommends strengthening digital infrastructure, providing AI training for
academic staff, and establishing ethical guidelines to support effective integration. Findings provide
evidence-based strategies for modernizing assessment in Nigerian higher education.