Impact of ChatGPT on the Academic Writing Quality of Senior High School Students

Abstract

Emerging technologies are practical tools for addressing challenges in writing skill development. This study explores ChatGPT's impact on Grade 12 students' writing quality using a pretest-posttest experimental design. Fifty-four Grade 12 TVL students were randomly assigned to control and experimental groups. The participants underwent pretests and posttests and were examined by three raters. The quantitative data was analyzed using statistical tools: frequency, percentage, mean, and t-test. The findings of the study reveal that the academic writing quality of the participants during the pretest was poor and fair for the control group and fair for the experimental group. However, the experimental group's writing quality improved to a satisfactory level during the posttest, while the control group remained fair. Based on the significant difference in writing quality between the control and experimental groups, the study concludes that language models such as ChatGPT can impact the writing quality of Grade 12 TVL students in terms of content, grammar, mechanics, and organization. Therefore, integrating Chat GPT in teaching writing skills can be beneficial and efficient. The study's findings provide a foundation for creating suitable instructional materials and teaching strategies for writing skill development.