TEACHERS’ ARTIFICIAL INTELLIGENCE (AI) LITERACY FOR THE IMPLEMENTATION OF REMOTE TEACHING IN UNIVERSITIES IN RIVERS STATE

Abstract

The study investigated teachers’ Artificial Intelligence (AI) literacy for the implementation of remote teaching in Universities in Rivers State. Three research questions were raised and three hypotheses tested in the study. Descriptive survey design was adopted in the study. The population of the study was all the lecturers in the three public private Universities in Rivers State out of which 384 lecturers were sampled for the study using the Cochran formula while selection of respondents was through convenience sampling technique. The instrument used for data gathering was a 15 items questionnaire named “Teachers’ Artificial Literacy for Remote Teaching Questionnaire” (TAILRTQ) which was face and content validated by three experts. There were 384 copies of questionnaire administered but only 351 copies representing 91.4% were retrieved and used for analysis. Research questions raised were answered using mean and standard deviation while the hypotheses were tested at 0.05 level of significance using z-test statistics. The result of the study revealed a low level of AI literacy among the teachers. However, it was indicated that the teachers identified that AI has potential benefits such as enriching online teaching experience and promoting critical thinking. The challenges identified included lack of technical know-how and insufficient technological infrastructure among others. The study recommended adequate sensitization of lecturers on the adoption of AI for all educational activities.