AI LITERACY AND TEST ITEM CONSTRUCTION COMPETENCE AMONG SECONDARY SCHOOL TEACHERS IN CROSS RIVER STATE

Abstract

This study examined the relationship between AI literacy and test item construction competence among secondary school teachers in Cross River State, Nigeria. Four objectives and five hypotheses guided the study. A cross-sectional correlational survey design was adopted. The population comprised 4,003 teachers in 290 public secondary schools across the three education zones in Cross River State. A sample of 421 teachers was determined using Cochran’s finite population formula and selected through stratified proportionate and systematic sampling techniques. Data were collected using the Artificial Intelligence Literacy and Test Item Construction Competence Questionnaire (AILTICQ). The instrument was face- and content-validated by experts in Educational Measurement and Educational Technology. At the same time, reliability coefficients of 0.91 and 0.88 were obtained for the AI Literacy Scale and Test Item Construction Competence Scale, respectively, using Cronbach’s alpha. Data collection was carried out with the assistance of trained research assistants. Descriptive statistics, Pearson Product-Moment Correlation, and hierarchical multiple regression were used for data analysis at the 0.05 level of significance. The findings revealed moderate levels of AI literacy and test item construction competence among teachers. AI literacy had a significant positive relationship with test item construction competence and significantly predicted competence even after controlling for subject specialisation and prior exposure to AI tools. The study concluded that stronger AI literacy may improve the quality of classroom assessments. It was recommended that teachers receive regular practical training in AI literacy and assessment.