EFFECTIVENESS OF ICT-DRIVEN GRADING SYSTEMS AND PROFESSIONAL ETHICS COMPLIANCE AMONG LECTURERS IN PUBLIC UNIVERSITIES IN RIVERS STATE.

Abstract

This study examines the effectiveness of ICT-driven grading systems and professional ethics compliance among lecturers in public universities in Rivers State, Nigeria. As Nigerian higher education increasingly adopts digital assessment tools, concerns persist regarding their impact on grading accuracy, transparency, and ethical standards. The study adopted a descriptive survey design involving lecturers from three public universities University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Data were collected using structured questionnaires and analysed using descriptive statistics and inferential tests, including Pearson correlation and regression analysis. The findings indicate that ICT-driven grading systems significantly enhance efficiency, accountability, and fairness while fostering stronger adherence to professional ethics such as impartiality, confidentiality, and integrity in assessment. Key challenges include limited technical training, inconsistent institutional policies, and infrastructural constraints. The study provides empirical evidence to support policy development, capacity building, and the ethical integration of ICT in educational evaluation.