Artificial Intelligence and the Management of Teaching and Learning in Universities in North-Central, Nigeria

The study examined the relationship between selected Artificial Intelligence (AI) tools and the management of teaching and learning in Universities in the North-Central States of Nigeria. Specifically, the study focused on the use of chatbots and automated grading systems. A correlational design was adopted, and a sample of 386 university staff was drawn using stratified random sampling from a population of 10,787 staff from nine (9) Universities in North-central Nigeria, determined by the Taro Yamane calculator. Data was collected using a 16-item questionnaire titled Artificial Intelligence and the management of teaching and learning in Universities in the North-Central States of Nigeria (AIMTLUNCN). The instrument was validated by experts, yielding a validity index of 0.79, while the reliability coefficient of 0.71 was obtained through pilot testing. Pearson’s Product-Moment Correlation was used to answer the research questions, while Regression analysis was used to test the hypotheses of the study at a 0.05 level of significance. Findings reveal a very weak and non-significant relationship between Chatbots and the management of teaching and learning (r = 0.062, p > 0.05) as well as between automated grading systems and the management of teaching and learning (r = 0.026, p > 0.05). The study concludes that there is no significant relationship between the selected AI tools and the management of teaching and learning, indicating limited adoption and ineffective integration of AI in university teaching and learning management systems.