Artificial Intelligence Powered Tools Usage and Writing Proficiency of the Junior High School Students of Ambalayat Integrated School

This study aimed to investigate the impact of AI-powered writing tools, specifically ChatGPT, Grammarly, Chatbot ai, Cici, and Meta AI, on the writing proficiency of Grade 9 students at Ambalayat Integrated School. The primary objectives were to assess the effectiveness of these tools in enhancing various dimensions of writing, including content and ideas, organization and structure, language and style, and grammar and mechanics. Furthermore, the research sought to understand the relationship between students' demographic profiles, their usage of AI tools, and their writing competencies, thereby providing valuable insights into the integration of technology in educational practices. The methodology employed a descriptive-correlational research design, allowing for the exploration of relationships without manipulating variables. A sample of 42 Grade 9 students, actively engaged in writing classes, completed standardized writing assessments and a structured questionnaire that gathered data on their demographic information and AI tool usage. The gathered data were categorized using frequency and percentage distributions, followed by statistical analysis to determine significant relationships between AI tool usage and writing proficiency through Point Biserial Correlation. This rigorous treatment ensured that the findings were statistically grounded and credible, providing a comprehensive evaluation of the effectiveness of the AI tools in improving writing skills. The findings revealed that students showed varying levels of proficiency in their writing abilities, significantly influenced by demographic factors such as access to technology and familiarity with AI tools. Notably, it was found that students who frequently utilized the mentioned AI writing applications demonstrated marked improvements in their writing competencies across multiple dimensions. This positive correlation indicated that while AI tools contributed to the initial stages of writing development, higher-order skills, such as organization and style, still required critical thinking and human guidance. Based on these findings, the study recommended several strategies for the effective implementation of AI in the curriculum, including adopting a Language Policy on the Use of AI in Writing. This policy aimed to ensure ethical usage of AI tools while promoting independent learning among students. The recommendations also stressed the need for professional development for educators and the establishment of a feedback mechanism, enabling continuous improvement in writing instruction. Overall, this research contributed significantly to understanding how AI tools can enhance writing skills in a K-12 educational context and identified areas for future exploration and development.