THE EFFECTIVENESS OF CHATGPT IN ENHANCING ACADEMIC WRITING SKILLS OF GRADE 11 STUDENTS

Queen Lynrose Egera, Ana Grace Latiada, Lyka Lozano, Jovenil Bacatan

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.

 

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Keywords


ChatGPT, academic writing skills, Grade 11 students, quasi-experimental research design

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DOI: http://dx.doi.org/10.46827/ejfl.v9i4.6253

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