ASSESSING THE QUALITY USAGE OF ARTIFICIAL INTELLIGENCE TOOLS AMONG BUSINESS EDUCATION LECTURERS FOR TEACHING IN TERTIARY INSTITUTIONS IN TARABA AND GOMBE STATE, NIGERIA

Abstract

This study titled assessing the Quality usage of artificial intelligence tools among business education lecturers for teaching in tertiary institutions in Taraba and Gombe state, was guided by four specific objectives, four research questions and four null hypotheses. The study adopted survey research design. The population of the study was 101 Business Education lecturers in high institutions offering business Education program in Taraba and Gombe State. The entire population was used as a sample for the study. The study adopted purposive sampling technique to reach the respondents of the study.  The instrument for data collection was a structured questionnaire developed by the researcher titled “Questionnaire on business education lecturers’ use of artificial intelligence for teaching”. The instrument was validated by three lecturers from the faculty of Education, Modibbo Adama University Yola, Adamawa State. Cronbach Alpha was used to obtain a reliability coefficient of 0.78 after a trial test in Federal College of Education Yola Adamawa State, data collected in the study were analyzed using mean and standard deviation for the research questions while regression analysis was used to test the null hypotheses at 0.05 level of significance. Findings of the study revealed that: There is a significant relationship between perceive usefulness of Artificial intelligent and   the use of AI tools for teaching among Business education lecturers in tertiary institutions in Taraba and Gombe State, Nigeria; that there is a significant relationship between perceive ease of use of Artificial intelligent and the use of AI tools for teaching and research among Business education lecturers in tertiary institutions in Taraba and Gombe State, Nigeria. It was recommended that: tertiary institutions in Taraba and Gombe State should organize regular workshops, seminars, and training sessions to improve lecturers’ competencies in using AI tools for teaching; Educational authorities should formulate and implement institutional policies that encourage the integration of AI technologies in pedagogy, ensuring ethical and responsible use.