Effectiveness of AI- Integrated Pedagogy Using CHATGPT in Enhancing Writing Proficiency Among Grade 10 Students

Abstract

This study investigated the effectiveness of AI-Integrated Pedagogy using ChatGPT in enhancing the writing proficiency of Grade 10 students. It specifically aimed to determine the students’ writing proficiency before and after the intervention, examine the significant difference between pre-test and post-test scores, and explore students’ experiences in using AI-assisted writing instruction. The study employed a quasi-experimental design using pre-test and post-test assessments, supported by qualitative data gathered from students’ experiences. Results revealed that students’ writing proficiency improved from the Developing level in the pre-test to a higher level in the post-test, indicating enhanced performance in grammar, organization, and composition. A significant difference between the pre-test and post-test scores further confirmed the effectiveness of the intervention. In addition, students reported positive experiences with ChatGPT, highlighting its usefulness in improving writing skills, providing grammar support, and enhancing learning. However, some challenges were also identified, such as misunderstanding of prompts, occasional inaccuracies, and the tendency toward overreliance on the tool. Overall, the findings suggest that AI-integrated pedagogy can be an effective instructional strategy in improving students’ writing proficiency when properly guided and monitored by teachers.