Integrating Guided ChatGPT Intervention on the Writing Efficiency of Grade 11 HUMSS Students

Abstract

Writing proficiency remains a persistent challenge among Filipino learners, particularly in expressing ideas with clarity, organization, and coherence. This study investigated the effectiveness of a guided ChatGPT intervention in improving the writing efficiency of thirty (30) Grade 11 HUMSS students at Tugbongan National High School. Employing a mixed-methods design, the study utilized a one-group pretest–posttest approach for the quantitative phase and semi-structured interviews for the qualitative phase. Quantitative data were analyzed to determine differences in students’ writing performance across organization, voice and tone, and word choice and creativity, while qualitative data explored learners’ perceptions of ChatGPT integration. Findings indicated statistically significant improvements in students’ writing performance after the intervention, particularly in organization (< .00001), voice and tone (0.00174), and word choice and creativity (< .00001). Qualitative results revealed that students perceived ChatGPT as a beneficial tool that provided immediate feedback, enhanced vocabulary, and improved grammatical accuracy and idea development. However, some participants raised concerns about overreliance on the tool and its potential impact on critical thinking and originality. Overall, the findings suggest that ChatGPT can serve as an effective supplementary tool to enhance writing efficiency when used with proper guidance. Its success, however, depends on structured teacher facilitation to ensure that it supports—rather than replaces—students’ independent writing skills.