Perception of Lecturers on the Use of Artificial Intelligence for Assessment in Public Universities in Imo State, South East Nigeria

This study investigates lecturers' perceptions of using artificial intelligence tools in academic assessment in public universities in Imo State, South East Nigeria. AI-powered assessment tools, including automated essay scoring, plagiarism detection, and AI-generated feedback systems, are reshaping assessment practices globally, prompting questions about their appropriateness and readiness for adoption in Nigerian higher education. A cross-sectional explanatory survey was adopted with a sample of 130 lecturers from Imo State University and Federal University of Technology, Owerri. A validated AI Assessment Perception Scale measuring awareness, perceived accuracy, ethical concerns, and adoption intention was administered. Data were analysed using descriptive statistics and logistic regression. Findings reveal moderate awareness of AI assessment tools but significant scepticism about their accuracy in assessing creative and disciplinary-specific responses. Ethical concerns, including data privacy and potential algorithmic bias against Nigerian linguistic patterns, were rated as highly important barriers by 65 percent of respondents. Adoption intention is modest but significantly predicted by awareness and perceived usefulness. The study recommends that universities in Imo State organise structured awareness and ethics dialogues around AI assessment adoption, pilot AI tools under controlled academic staff oversight, and engage lecturers in co-developing AI assessment guidelines. Keywords: artificial intelligence, academic assessment, lecturer perception, public universities, Imo State