Ita, Caroline, Otu, Bernard Diwa & Egbai, Julius Michael Ph.D
ASSESSMENT OF UNIVERSITY LECTURERS’ PERSONAL VARIABLES AND ATTITUDE TOWARDS LARGE LANGUAGE MODELS AS TOOLS FOR PROFESSIONAL DEVELOPMENT IN CROSS RIVER STATE
This study evaluated the attitudes of university lecturers at the University of Calabar, Calabar (UNICAL), and the University of Cross River State (UNICROSS) regarding large language models (LLMs) as professional development tools. The study used a descriptive survey approach with a sample of 420 academic staff members -220 from UNICAL and 200 from UNICROSS. Three hypotheses and two research questions were put out to direct the investigation. The 16-item "Teachers' Attitude Questionnaire on Large Language Models as Tools for Professional Development" (TAOLTP), which was validated by experts and has a reliability coefficient of 0.83 according to Cronbach Alpha, was used to gather the data. The mean, standard deviation, t-test, and Analysis of Variance (ANOVA) were used in the data analysis. The findings showed that lecturers' opinions on Large Language Models (LLMs) as instruments for professional growth are highly influenced by their age and level of education. The findings showed that professors at both schools had a favorable opinion of LLMs, with no discernible difference between the two groups. The findings also demonstrated that lecturers' opinions of Large Language Models (LLMs) as professional development tools were not much impacted by their gender. Providing sufficient training and assistance to improve the successful incorporation of LLMs into professional development activities is one important suggestion.
Keywords: assessment, Lecturers’ attitudes, large language models, Professional development
Ita, Caroline, Otu, Bernard Diwa & Egbai, Julius Michael Ph.D
ASSESSMENT OF UNIVERSITY LECTURERS’ PERSONAL VARIABLES AND ATTITUDE TOWARDS LARGE LANGUAGE MODELS AS TOOLS FOR PROFESSIONAL DEVELOPMENT IN CROSS RIVER STATE
This study evaluated the attitudes of university lecturers at the University of Calabar, Calabar (UNICAL), and the University of Cross River State (UNICROSS) regarding large language models (LLMs) as professional development tools. The study used a descriptive survey approach with a sample of 420 academic staff members -220 from UNICAL and 200 from UNICROSS. Three hypotheses and two research questions were put out to direct the investigation. The 16-item "Teachers' Attitude Questionnaire on Large Language Models as Tools for Professional Development" (TAOLTP), which was validated by experts and has a reliability coefficient of 0.83 according to Cronbach Alpha, was used to gather the data. The mean, standard deviation, t-test, and Analysis of Variance (ANOVA) were used in the data analysis. The findings showed that lecturers' opinions on Large Language Models (LLMs) as instruments for professional growth are highly influenced by their age and level of education. The findings showed that professors at both schools had a favorable opinion of LLMs, with no discernible difference between the two groups. The findings also demonstrated that lecturers' opinions of Large Language Models (LLMs) as professional development tools were not much impacted by their gender. Providing sufficient training and assistance to improve the successful incorporation of LLMs into professional development activities is one important suggestion. Keywords: assessment, Lecturers’ attitudes, large language models, Professional development