Influence of AI-Based Administrative Management Systems on Lecturers' Teaching Effectiveness in Public Universities in Rivers State

Abstract

This study examined the influence of Artificial Intelligence (AI)-Based Administrative Management Systems on lecturers’ teaching effectiveness in public universities in Rivers State, Nigeria. The research was guided by two research questions and two null hypotheses. A descriptive survey research design was adopted to investigate the phenomenon. The study population comprised 4,648 lecturers drawn from the three public universities in the state, Rivers State University, the University of Port Harcourt, and Ignatius Ajuru University of Education. A sample of 368 lecturers was selected using the stratified sampling technique. Data were collected using a researcher-developed instrument titled Influence of AI-Based Administrative Management Systems on Lecturers’ Teaching Effectiveness in Public Universities Questionnaire (IABAMSOLTEPUQ). The instrument’s reliability was determined through the Cronbach Alpha method, which produced a coefficient of 0.84, indicating a high level of internal consistency. Mean and standard deviation were used to analyze the research questions, while the z-test was applied to test the hypotheses at a 0.05 level of significance. The findings showed that AI-Based Learning Management Systems (LMS) and AI-Powered Performance Appraisal Systems significantly enhance lecturers’ teaching effectiveness to a high extent. It was recommended that university administrations fully integrate AI-driven administrative systems, such as workload management, scheduling, and performance evaluation tools, to improve efficiency and reduce lecturers’ non-academic responsibilities. Additionally, regular digital literacy training should be provided to lecturers to improve their ability to interact effectively with AI technologies, thereby enhancing teaching delivery and institutional performance.