International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Grammarly: Effects on the Senior High Students' Writing Performance

Author(s) Ms. Xuxa Meg Palomares Saguin
Country Philippines
Abstract Academic writing remains a persistent challenge for many Senior High School students, often resulting in underperformance in structured outputs such as article critiques, research reports, and position papers. With the growing use of artificial intelligence (AI) in education, tools like Grammarly offer immediate, automated feedback on grammar, syntax, and clarity. This study aimed to determine the effects of Grammarly on the writing performance of Grade 11 students at Sulangon National High School, specifically assessing its impact across three academic writing tasks. A quasi-experimental pretest-posttest nonequivalent group design was used, involving students from the STEM and HUMSS strands. The experimental group used Grammarly during writing tasks, while the control group received traditional teacher feedback. Pretest and posttest outputs were evaluated using the AAC&U Written Communication Rubric, and data were analyzed using paired and independent samples t-tests at a 0.05 significance level. Results showed that the experimental group demonstrated significant improvement, particularly in the research report task, with a mean gain of over two points. These findings suggest that AI-assisted feedback enhances self-directed revision and writing performance. The study recommends integrating Grammarly as a supplementary instructional tool to support teachers and improve student outcomes in academic writing.
Keywords Grammarly, academic writing, writing performance, AI-assisted feedback, senior high school students, quasi-experimental design, automated grammar checker
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-16
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.44616
Short DOI https://doi.org/g9kfp7
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