AI- ASSISSTED AND NON AI ASSISTED WRITING PERFORMANCES OF GRADE 10 STUDENTS

Abstract

The study’s core objective is to assess the comparison of AI-assisted and non-AI-assisted writing discourse performances of Grade-10 students of Ipil National High School for the academic year 2023-2024. It also investigates the attitude of students towards the use of AI-writing tools specifically on its utilization, usefulness and negative implications, and explores the connection of their attitudes to their profile backgrounds and writing performances.  

            Utilizing the Descriptive-Correlational design of research, it tries to determine whether the AI-tools influence the writing performance of students. The qualitative research method was also used to find out and describe the observable attitudes of students toward the use of AI-powered writing tools.

            With forty-five (45) Grade-10 students involved in this study who are using AI-writing tools such as ChaTGPT, Grammarly, Quillbot, a survey-questionnaire was used to gather their personal data and an inventory questionnaire containing 5-point Likert scale to measure their attitudes towards the use of AI-tools. The students also undergone essay tests to determine their writing performances in non-AI-assisted and AI-assisted which were done in different schedules.

            The finding underscored that one of the reasons why the writing performance of students is poor is because of the educational background of their mothers since mothers are considered as the frontliners of establishing the foundation of students in learning.  Moreover, the attitude of students towards the use of AI writing tools is not quite positive. Although the students had a better writing performance using AI, they could not appreciate well to use these tools since they are aware on its negative implications. Furthermore, the study reveals that students have insufficient knowledge about the usefulness or the real purpose of these tools. What they only know about AI tools are like Google that they just get ideas or information to include in their write ups. For them it is not an aid for the author but an idea -generator. Hence, using AI tools in teaching writing skills of students is a great move but the findings of this study suggest that before integrating the use of AI in writing composition class, the students need to be enlightened or educated about the real purpose of it to avoid its potential misuse. Teachers and educational managers should conduct seminars to help students realize the benefits of these tools aside from knowing its drawbacks or weaknesses. This also calls for the teachers to monitor their students on using AI-powered tools if it is being utilized in the classroom. This is to find out whether they are using it properly or not; whether the students utilize it in terms of its features which is very helpful for them to improve the effectivity and productivity of their write-ups and most importantly to avoid the temptation of plagiarism which is a great threat in the world of the academe.