Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study examined the effectiveness of the intervention of ChatGPT in enhancing the academic writing skills of Grade 11 students. The primary objective was to determine the impact of AI-assisted instruction on students' academic writing performance. A one-group pre-test – post-test quasi-experimental research design was utilized, with thirty-two participants from Humanities and Social Sciences (HUMSS) and Accountancy, Business, and Management (ABM) tracks. A fourteen-day intervention program was employed where students engaged in writing tasks assisted by ChatGPT, assessed through a standardized rubric. Statistical tools such as the mean and paired t-test were utilized. Results showed significant improvements in content development, organization, vocabulary, grammar, coherence, and mechanics. An increase in the post-test mean score was seen while the standard deviation decreased, indicating improved consistency. The t-test revealed a statistically significant difference between pre-test and post-test results, confirming the intervention's effectiveness. These findings suggest that ChatGPT can be a transformative support tool for academic writing instruction. The study contributes to the ongoing discourse on AI integration in education, highlighting its pedagogical benefits and implications for instructional design. Article visualizations:
Authors: Queen Lynrose Egera, Ana Grace Latiada, Lyka Lozano, Jovenil Bacatan
Institution: UM Peñaplata College
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414864339
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