Administrative Strategies for Regulating the Use of Artificial Intelligence to Promote Academic Integrity among Students in Rivers State Universities

Abstract

The study examined “administrative strategies for regulating the use of artificial intelligence to promote academic integrity among students in Rivers State Universities”. The study was guided by three specific objectives, three research questions and three null hypotheses. The study adopted a descriptive survey research design and was carried out in Rivers State. The population of this study was 4,063 comprising 3,833 lecturers and 230 administrators in the two universities in Rivers State.  The sample size of the study was 443 which comprises 351 lecturers and 92 administrators selected using proportionate stratified random sampling technique and cluster sampling technique. A self-structured questionnaire titled “Administrative Strategies for Regulating the Use of Artificial Intelligence to Promote Academic Integrity among Students Questionnaire” was used for data collection for the study. To ensure the validity of the research instrument, the questionnaire was subjected to face and content validation. The research instrument was subjected to reliability test using Cronbach Alpha method which gave an overall reliability index of 0.84 for the three clusters in the instrument. Mean and standard deviation were used to answer the research questions. To test the formulated null hypotheses, the z-test statistical technique was employed at the 0.05 level of significance. The study revealed that policy development, supervisory strategies and capacity development of staff can regulate the use of artificial intelligence to a high extent, thereby promoting academic integrity among students. Based on the findings of the study, it was recommended that university management should formulate and disseminate a comprehensive, institution-wide artificial intelligence policy that clearly defines acceptable and unacceptable use of artificial intelligence tools in teaching, learning and assessment rather than allowing individual, faculties or departments to develop fragmented and inconsistent guidelines.