The Usage of AI-based Technology and Essay Writing Skills of Grade 9 Students

Chapter I

Background of the Study

Writing is a crucial macro skill that one should be able to master (Fareed et al.,

2016; Tseng 2019; Mejos 2023). This may be the reason why most of the assessments

are done through writing, for instance, essays. According to White (2020), an essay is a

written output that is designed to showcase one’s idea, emotion, argument, or even a

debate about a certain topic. Just like any other writing assessment, essays are done with

guidelines in mind, thus making them technical. Because of this, students find it hard

(Bonale 2023; Evans 2023; Mejos 2023). Even though this is the case, essay writing skills,

if mastered, can be a great asset, for this does not only hone one’s writing skills but also

one’s communication skills, academic skills, and problem-solving skills (Elser 2023; Okpe

& Onjewu 2017). Consequently, Bailey (2015) and Meyers (2014) observed that, because

of the wide variety of skills that one can hone, the essay type of test is highly utilized,

especially in college and high school.

According to Miriam (2018), high-school essays are seen as extended pieces of

writing that showcase and support a thesis. As stated by Perkins (2020), when teachers

seek to test the understanding level of high school students, essays are highly utilized.

Caulfield (2023) also added that there are four types of high school essays: expository,

argumentative, narrative, or descriptive. Observing in today’s context, these types of

essays can either be done traditionally, that is, through pen and paper, or done through
any technologically advanced gadgets like cell phones, laptops, tablets, and the like.

Seeing that the education system has also adapted to the advancement of technology,

many of these tasks, like writing essays, are now done digitally or through the use of

technology, due to its convenience and efficiency (Vyad, 2023).

As identified by Zheng and Warschauer (2017), many things have changed these

days due to the fast-paced development of technology. Also, as stated by Fitria (2021),

technology was developed to assist people in their activities, thus making them more

productive. Because of their characteristics, technologies have been highly utilized in the

field of education (Faisal & Carabella, 2023). Through the integration of technology,

students can now work collaboratively through their writing process, which will in turn

foster their critical thinking skills and self-assessment (Inderawati et al., 2019). According

to Castillo (2023), in the classroom setting, 90% are using personal computers, 59% are

using interactive whiteboards, and 36% are using handheld technological tools like

phones, iPads, laptops, etc. With the rise of technology and the avid use of the internet,

more students are now integrating different technological tools into their academics,

particularly AI (Schmohl et al., 2020).

In 1956, John McCarthy coined the term artificial intelligence (AI). This marked the

beginning of a highly powerful study in the field of machines and its journey towards

attaining human intelligence. The term AI has been highly used by many, both within and

outside the field (Monett & Lewis, 2018). AI has opened many doors to reinvent business

models (Duan, Edwards, & Dwivedi, 2019), alter the nature of work (Schwartz et al., 2019),

improve performance in different fields (Wilson & Daugherty, 2018), and expand human

capabilities (Dwivedi, et al., 2021). Hence, it is undeniable that the emergence of AI has
contributed positively to mankind. However, according to Wang and Siau (2019), due to

its wide array of capabilities, there have been fewer demands for jobs, putting many

people at risk of being replaced with AI and AI-based automation technology due to the

high demand in society. It would be inevitable that AI would outperform humans in nearly

every cognitive task (Wang & Siau, 2019). Ahmad (2023) even concluded that the wide

use of technology, especially AI, limits the thinking capacity of individuals, decreasing

intelligence, thus making one lazy and impatient.

The Programme for International Student Assessment (PISA) 2019 report indicated

that the Philippines has the lowest overall reading literacy score among participating

countries, averaging 340. Reading literacy encompasses the skills of reading, speaking,

listening, and writing. The decline in writing literacy has led to a surge in the use of essay

writing tools. A 2022 survey conducted by the International Society for Technology in

Education (ISTE) revealed that 40% of students in grades 5-12 reported using an essay

writing tool in 2021, compared to 30% in 2020

There have been numerous existing literature on the overall use of technology and

its specific impacts in the field of education, but literature about the specific effects of AI

in education, especially in the field of writing has been highly lacking. This study aims to

bridge the gap by determining the relationship between the usage of AI-based technology

and the essay writing skills of grade 9 students in VSU Integrated High School.
Specifically, the research will seek to accomplish the following statements:

1. to determine the common AI writing tools used by grade 9 students.

2. to identify the common errors in essay writing skills.

3. to determine the level of essay writing skills of grade 9 students

 Chapter II

Review of Related Literature

This chapter introduce a brief description of related literature and studies of the

variables in this research namely essay, high school student’s essay performance,

technology, and AI. These variables are relevant and significant

Essay

According to Cambridge Learner’s Dictionary (2015) An essay is a brief piece of

writing that focuses on a specific subject. In school, being good at writing is crucial,

especially for essays (Bailey, 2015; Meyers, 2014). If students possess critical thinking

skills, they will be able to develop and articulate issues, offer responses, provide reasons,

and express their opinions in their essay writing. This implies that critical thinking is a

fundamental skill for effective and comprehensive essay development (Rohayati, 2017).

However, according to Faradhibah and Nur (2017), To write a good essay, it's not

just about coming up with ideas. It's also important to be really good at how you put your

sentences together. If your sentences don't flow well and connect smoothly, the reader

might get confused or misunderstand what you're trying to say. An essay is a common

type of assignment where you write about one main topic, dividing it into paragraphs (each

talking about a big idea). So, learning to write well, especially essays, is really important

for students (Fareed et al., 2016; Tseng, 2019).

High school essay

Urbano et.al. (2021) note that high school students commonly face difficulties in

academic essay writing, with issues ranging from topic-related knowledge to grammatical

errors and organizational shortcomings. Roxas (2020) expands on these challenges,

highlighting concerns about incorrect grammar usage, punctuation, and limited

vocabulary. Furthermore, a study conducted by Galuardo (2023) among Grade 10

students at Santa Maria National High School specifically identifies challenges in crafting

argumentative essays.

While essays continue to be widely employed as a form of assessment due to their

manifold advantages (Fleckenstein, 2020), the existing literature underscores the need

for addressing the persistent challenges faced by high school students in mastering this

skill, with this, high school essays serve as a crucial component of students' academic

development, encompassing various types such as expository, argumentative, narrative,

or descriptive essays (Caulfield, 2023). Deane (2014) emphasizes that these writing tasks

play a significant role in enhancing students' critical thinking skills, writing proficiency, and

ability to articulate their thoughts. The acquisition of such skills becomes particularly vital

for high school students as it equips them with the necessary tools to navigate their higher

education successfully (Surat et.al., 2014). Despite the evident benefits of essays in

secondary education, challenges persist.

Technology

As technology undergoes continuous evolution, its usage and applications are also

advancing, facilitating increased productivity and more user-friendly experiences with

current technologies. Franklin and Bolick (2007) emphasize the role of technology as a

valuable means to address complex challenges, advocating for the adoption of advanced

systems. Supporting this perspective, Raja and Nagasubramani (2012) highlight

technology's contribution to enhanced communication, easy access to information

resources, and the development of active and effective learning techniques, creating

engaging and enjoyable educational experiences. Preston (2015) adds that the perpetual

development of technology immerses new-generation learners in a dynamic learning

environment.

However, D’Angelo (2018) introduces a contrasting view, suggesting that students

can harness technology through collaborative efforts, exploration of features with peers,

application of higher-level cognitive skills, engagement in inquiry-based learning, and

maintaining proper netiquette. Despite the evident growth in technology use over the

centuries, continuous improvements are still necessary. Given that technology has

become an integral part of our lives, its use, especially in the classroom, should be

approached judiciously. Some educators perceive technology integration as a waste of

time; however, Dyhrkopp (2021) argues for the importance of clear technology policies in

schools to regulate its appropriate use.

AI- based technology

In the aspect of using AI, Bhutario (2022) argued that applications and other AI-

powered platforms provide learners with the opportunities for personalized learning as

they can identify their writing strengths and weaknesses. Tambunan (2022) claimed that

AIpowered applications improved the punctuation and grammar of the students according

to his study. In connection, Malik et. al. (2023) supports Bhutario and Tambunan’s claims

as his study revealed that the emergence of AI tools serves as an important assistance

for students, as it aids the writing process by providing a variety of features.

However, several scholars have contrasted the claims above, as their study

emphasized the students' dependency on using these AI tools. Subingbing (2023)

revealed how various University of the Philippines Diliman students were put under

investigation for the alleged utilization of AI in submitted academic requirements. Javier

(2022) in his study at Philippine Normal University argued that, although AI was able to

guide the essay writing of the students, its reliance led to the learners not being able to

develop organization and content writing skills. On top of that, these claims are proven by

Ebora (2022) as her study revealed that students are now merely relying on AI's advanced

technology in making their essays, and this will eventually lead them to develop a lazy

attitude when it comes to constructing essays on their own.

With the emergence of AI-based tools as part of the evolution of technology it has

impacted high school students' experiences as the technology continues to develop. It is

crucial for high school students to possess critical thinking skills in giving arguments and

viewpoints in crafting their essays. As a result, Faradhibah and Nur (2017) claimed that

writing a quality essay needs to highlight the structure of the sentences. Whereas Austria
et al. (2022) found out that AI-based technology provides students with personalized

feedback, supporting them in discovering and correcting errors. However, technological

advancement has led to students' dependency not developing organization and content

writing skills. On top of that, Ebora (2022) said that, because of Ai's advanced technology,

students are now relying on Ai to make their essays, this will eventually lead them to

heavily rely on this and in turn develop dependency when it comes to creating essays on

their own.

Grade 9 Students

According to Zaff (2014), ninth grade is a crucial year, often seen as a "make or

break" period. It's when students deal with changes in thinking, emotions, and body, and

the pressure is higher because they're adjusting to new schools with more responsibilities.

Belsky (2023) also added that students in grades 9-12 are when they start to develop

various foundational skills like writing, spelling, grammar, and vocabulary, making them

highly highly prone to external influence especially when developing theses skills. With

this reason, Hammond et al. (2020) concluded in his research that, it’s empirical for to

understand the dynamics of this grade level. so that we can shed light to the individual

struggles and emphasize on the importance of the developmental stage, especially now

that there are numerous outside factors contribut8ing this.

Chapter II
 Methodology

Overview

This chapter will explain the various methodologies that the researchers are going

to use in gathering data and analysis which are relevant to the research. The

methodologies will include areas such as the research design, respondents of the study,

research instrument, data gathering procedure and treatment of the data.

Research Design

This study will be using a descriptive method of research design. According to

Manjunatha (2019), descriptive research is a method that depicts the characteristics or

phenomena that show what it's like, focusing on the details without trying to figure out why

things are the way they are. This will enable the researchers to examine the effects of AI

on the essay writing skills of Grade 9 students in Visayas State University.

Respondents of the Study

The respondents of the study are the Grade 9 students of VSU Integrated High

School. Using purposive sampling, the researchers will make use of the overall population

of the Grade 9 students. Before administering the study, informed consent will be given

to the respondents to give them an overview of how their data will be used. We selected

the said respondents because according to a study conducted by Wormald (2012), 49%

of 9-10th Grade students are more likely to use AI.

Research instrument

The researcher will use a survey by Crusan and Ruecker (2019) containing

questions about their usage of AI in their essay writing. The day after, those students who

will claim to use AI in aiding their essay writing will be given a two-item standardized essay

question. The questions that they have to answer are to tell their stand on the following

statements: A teacher’s ability to relate well with students is more important than excellent

knowledge of the subject being taught and, always telling the truth is the most important

consideration in any relationship. Their outputs will be rated using a holistic rubric scale

adapted from Assessment Institute 2015. This test and rubric will be validated by an expert

who excels in the field of writing.

To identify the errors in their outputs, the researchers will use rubrics which include

four criteria: (1) quality of evaluation and response to scenario (Written response

addresses all essay question writing prompts clearly and directly); (2) quality and clarity

of thought (Response indicates depth and complexity of thought in answering the essay

question) ; (3) organization & development of ideas (Response is well organized and

developed with appropriate support to make meaning clear);(4) grammar, usage, and

mechanics (Response is free from any errors in grammar, usage, and mechanics). The

students' output will be rated on the scale of 1-4; 4 for excellent which equates to the

student being proficient in writing, 3 for a satisfactory output, meaning the essay is done

with good skills in writing and a clear understanding in writing, 2 for fair, these are for

outputs that lacks proficiency in writing, and lastly 1 for poor which equates to little to no

understanding of writing.
Data Gathering Procedure

This study will be conducted during the school year 2023- 2024 at Visayas State

University Integrated High School in considering the following technical procedure. By the

third week of November, planning of the context and procedure of the study must be done.

The planning for the preparation of the source of data in surveying respondents was

included in the study. Formulation of the questionnaire regarding the study must be also

done in the third week of November.

The researchers will submit research instruments to experts in the field of writing.

After the validation of the instrument, the researchers will then secure an approved letter

to be submitted to the office of the Principal of Visayas State University Integrated High

School by the fourth week of November 2023, to officially conduct the survey.

The researchers will personally administer the questionnaire to the target

respondents on the fourth week of November. The students will be given thirty (30)

minutes to answer the survey questionnaire. The same week of November 2023, the

researchers will hand out the two (2) item standardized essay tests to the respondents.

The researchers expect to retrieve one hundred percent (100%) of the two-item essay

test.

With the given data, the researchers will be expected to come up with general

findings, conclusions, and recommendations during the first month of December after

gathering the data.

Treatment of data

Objective 1: Frequency analysis will be used to determine the common AI writing tools

used by grade 9 students

Objective 2: Frequency analysis will be utilized to identify the common error in essay

writing skills

Objective 3: Mean and standard deviation will be used to determine the level of essay

writing skills
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