Artificial Intelligence Powered Assessment in Mathematics: Teachers’ Awareness and Utilisation in Nigeria
Keywords:
Artificial intelligence, AI awareness, AI utilisation, Mathematics assessment, Gender differencesAbstract
This study examined mathematics teachers’ awareness and utilisation of AI-powered assessment, focusing on the relationship between awareness and utilisation, as well as gender differences. A descriptive cross-sectional survey design was adopted. Participants comprised 178 respondents purposively selected from all mathematics teachers in Ijebu Ode Local Government Area, Ogun State, Nigeria. Data were collected using the Artificial Intelligence in Mathematics Assessment Questionnaire (AIMAQ) and analysed using mean, correlation, and t-test. Findings revealed high awareness of AI-powered assessment but low utilisation. A strong significant positive relationship existed between awareness and utilisation. Significant gender differences were also found in awareness and utilisation, with male teachers reporting higher mean scores. The study recommends practical professional development and gender-sensitive support to enhance effective adoption of AI-powered assessment in mathematics classrooms.
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