Evaluating the Grammarly AI Tool for Improving Academic Writing: Soliciting Students' Perceptions of Usefulness and Ease of Use

This study explores how Grammarly, an AI-powered writing tool, influences students' academicwriting experiences at Misamis University. Using a quantitative approach, it assesses student perceptionsregarding Grammarly's usefulness and ease of use. Data from 325 respondents across various academicdepartments indicate a generally positive reception, with high ratings for Grammarly's effectiveness inenhancing writing quality and efficiency. While respondents found the tool intuitive and user-friendly,some minor concerns regarding consistency in meeting expectations were noted. The analysis revealed nosignificant differences in perceptions based on gender, but significant variations were observed acrossdifferent departments, suggesting that departmental context influences students' views on Grammarly.Results from chi-square tests showed no significant relationship between students' perceptions and theirgender, but significant differences were observed based on departmental affiliation, with chi-square valuesindicating statistically significant differences in perceptions of Grammarly's usefulness (51.888, p = 0.001)and ease of use (65.262, p < 0.05) across departments. This study contributes to the ongoing discourse onAI integration in education by highlighting the nuanced impacts of such tools on academic writing skillsand offering insights into their role in supporting student learning and success at Misamis University.