Author

Marites Agustin – Dematera
University of Makati
West Rembo, Taguig City, Metro Manila, Philippines
Email: maritesagustindematera@gmail.com

Abstract

In this action research, I explored how Artificial Intelligence (AI) tools impact the writing proficiency of my Grade 9 students at Fort Bonifacio High School. As AI platforms such as ChatGPT, Grammarly, Google Gemini, and Perplexity become increasingly integrated into student learning, the study sought to determine their actual impact on writing skills, learning behaviors, and classroom practices. A mixed-methods design was employed, utilizing surveys, open-ended questionnaires, and pre- and post-writing assessments to gather data from 303 students and 20 English teachers. Quantitative data measured students’ perceived benefits and challenges of AI use, while qualitative responses from both students and teachers provided deeper insights into writing habits, dependency issues, and instructional concerns. Writing proficiency was evaluated using a standardized rubric. Findings revealed that AI tools positively support writing mechanics—particularly grammar accuracy, organization, and clarity—and help students generate ideas more efficiently. However, both students and teachers identified significant drawbacks, including reduced originality, weakened independent writing skills, and increased reliance on AI-generated phrasing. Teachers also noted challenges in assessing authentic work and expressed the need for clearer guidelines on ethical AI use. Overall, the study concludes that AI can enhance writing proficiency when used as a scaffold but may hinder authentic learning when overused or misused. Responsible integration, explicit instruction in AI literacy, and strong teacher supervision are essential to maximize benefits while minimizing risks. Recommendations include establishing school-wide AI policies, strengthening independent writing activities, and providing professional development on ethical and effective AI integration.

Keywords: Artificial Intelligence, writing proficiency, AI-assisted writing, student perceptions, teacher perceptions, academic integrity

DOI: http://doi.org/10.69651/PIJHSS0501778

Recommended citation:
Agustin–Dematera, M. (2026). Artificial Intelligence in the classroom: Enhancing or hindering writing proficiency among Grade 9 students of Fort Bonifacio High School. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8654-8663. http://doi.org/10.69651/PIJHSS0501778

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