Artificial Intelligence Computer Science Assessment Implementation Among College of Education Lecturers in Nasarawa State

This study investigates the extent to which Artificial Intelligence (AI) tools are utilized in the implementation of computer science assessment by lecturers in Colleges of Education across Nasarawa State, Nigeria. Four research questions and two hypotheses guided the study. The research adopted descriptive survey and correlational designs. The entire population of 37 Computer Science lecturers across the three Colleges of Education in Nasarawa State was used, given its manageable size. A 4-point rating scale instrument titled Questionnaire on Assessment Implementation among College of Education Lecturers in Nasarawa State Tertiary Institutions was employed for data collection, with a Cronbach’s alpha coefficient of 0.86 ensuring its reliability. The Data were analysed using Mean, Standard Deviation, and point biserial and Pearson Product-Moment Correlation statistics. Findings revealed that lecturers demonstrated a high level of awareness and adoption of AI tools such as ChatGPT, Gradescope, and CodeGrade for assessment purposes. AI was perceived as highly effective in promoting objectivity, accuracy, and timely feedback in evaluating. However, inadequate infrastructure, limited institutional support, and ethical concerns were identified as major challenges hindering full implementation. Results further indicated a significant positive relationship between lecturers’ awareness of AI tools and their implementation of computer science assessment, while no significant gender difference was found in AI adoption. The study concluded that AI awareness and perceived usefulness are strong predictors of adoption. It recommended institutional investment in ICT infrastructure, continuous capacity building, and clear policy frameworks to support sustainable AI integration in assessment practices.