Sustaining Lecturers’ Academic Integrity through the Adoption of Artificial Intelligence in Public Universities in Rivers State (Published)
The study focused on sustaining lecturers’ academic integrity through the adoption of artificial intelligence in public Universities in Rivers State. Four research questions and four corresponding hypotheses were answered and tested in the study. Descriptive survey design was used in the study. The population of the study was 2,874 teaching staff in all the public Universities in Rivers State out of which 351 lecturers were sampled using proportionate stratified random sampling technique. Instrument used for gathering data was a 20 item questionnaire titled “Artificial Intelligence for Sustaining Lecturers Academic Integrity Questionnaire” (AISLAIQ). The questionnaire was face and content validated by an Educational Management expert at University of Port Harcourt while the reliability was estimated using Cronbach Alpha and pronounced an index of 0.82. Out of the 352 copies of questionnaire administered, 336 copies representing 95.7% were retrieved. Research questions raised were answered using mean and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance. The result of the study indicated career progression and lack of competence were the main drivers of academic fraud among the lecturers. The usefulness of AI and the opportunities it provides for personalized learning were among the main factors driving the adoption of AI by the lecturers. Challenges to the adoption of AI and the ways of improving the adoption of AI for sustained academic integrity were identified. The study recommended the need for further AI training for lecturers for sustained academic integrity in the Universities.
Keywords: Artificial Intelligence, Lecturers, Universities, academic fraud, academic integrity
Institutional Emolument/Fringe Benefits and Job Effectiveness of Lecturers in Public Tertiary Institutions in Cross River State, Nigeria (Published)
The present study was aimed at examining the relationship between institutional emolument/fringe benefits and job effectiveness of lecturers in public tertiary institutions in Cross River State, Nigeria. The ex-post facto research design was adopted for the study. One hypothesis was formulated and tested using Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The population of this study was 1744 lecturers from four public institutions in Cross River State (University of Calabar, Cross River University of Technology, Federal College of Education Obudu and Cross River State College of Education, Akamkpa). The sample was arrived at using the stratified random sampling technique. The sample size of the study stood at 610 lecturers, which represents 35% of the population. 1830 students from the four institutions were purposively selected to respond to items that measures lecturers’ job effectiveness. The questionnaire formed the major instruments used for data collection for the study. To ensure the reliability of the instruments, a split half method of reliability was adopted. The reliability produced the value of 0.75 and 0.83 respectively. The figures showed a high reliability of the instruments. Result of the study showed a significant relationship between emoluments/fringe benefits and job effectiveness of lecturers. The study recommended among other things that, lecturers deserve their wages/salaries, so managements should endeavor to pay lecturers wages equitable with their counterparts in the world, this would motive them to work.
Keywords: Fringe benefits, Institution, Job Effectiveness, Lecturers, emolument
Social Studies Pre- Service Teachers and their Lecturers Perception of Social Studies Apps in teaching Social Studies in the University of Port Harcourt, Nigeria (Published)
The aim of this descriptive study is to illustrate how University of Port Harcourt Social Studies Pre-Service teachers and their lecturers perceive the use of SOS App to enhance teaching and learning. The study made use of Social Studies Post National Certificate of Education (NCE), Master of Education (MEd) and Doctor of Philosophy (PhD) Students of the University of Port Harcourt Nigeria. The population of the study consisted of the five PhD students of 2015/2017 set, fifteen MEd students of 2015/2016 and two hundred and three Post NCE students of 2014/2015 set, five Social Studies Lecturers, and five lecturers that also teach Social Studies courses. Simple random sampling technique was used to select a sample of one hundred (101) post NCE students from the population, but the total population of PhD, MEd and lecturers were used. A questionnaire was used to collect data for the study. Information gathered from the field were decoded and tallied, and the frequency counts determined. Percentage scores were computed. Tables were constructed in respect of the demands of the respective research questions. The result of the study indicated the following among other thing; both students and teachers except the Post NCE students are aware of SOS Apps and its importance in enhancing Social Studies content, they have similar challenges of low level of knowledge and skill in technology. The researcher therefore recommended that both Social Studies teachers and preservice teachers should be encouraged to use technology in their classrooms through motivation, constant and consistent training.
Keywords: Lecturers, Nigeria, Perception, Social Studies Apps, Social Studies Pre- Service Teachers, University of Port Harcourt