World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 209-224
Author
MARY JOY MARFIL
Master of Arts in Education, Osmeña Colleges
Abstract
This study aimed to determine the effects of artificial intelligence on the academic writing skills and learning outcomes of high school students at Feliciano S. Samonte Memorial High School. The study used a descriptive quantitative research design. Simple random sampling technique was used to obtain fifty (50) respondents from high school. The researcher-made questionnaire served as the primary tool for collecting data. Statistical treatments such as frequency count, percentage distribution, and weighted mean were used in data analysis. The study found that majority of the respondents were female, in Grade 10, and most used DOLA in performing tasks through artificial intelligence technology. Findings revealed that artificial intelligence has a high effect on the improvement of academic writing with respect to paraphrasing, sentence construction, and grammar. Grammar was seen to have the highest weighted mean of 3.38. The same results were obtained in learning outcomes in terms of critical thinking, study habits, and reading comprehension wherein critical thinking received the highest weighted mean of 3.37. The findings show that artificial intelligence is an effective academic support tool for improving writing skills and learning outcomes. It is highly suggested that schools guide students on using artificial intelligence responsibly to support learning.
Keywords: Artificial Intelligence, Academic Writing, Learning Outcomes, High School Students, Education
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