AI-Supported Creative Writing Instruction in Improving the Writing Skills of Junior High School Students

Abstract

This study aimed to determine the effectiveness of AI-supported creative writing instruction in improving the writing skills of Grade 10 students at Marigondon National High School during the School Year 2025–2026. Utilizing a quasi-experimental research design, specifically the one-group pretest–posttest design, the research involved respondents selected through total enumeration. The study focused on three key indicators: grammar, vocabulary, and sentence structure; organization and coherence; and creativity and originality. Data were gathered using a validated writing assessment rubric and analyzed using descriptive statistics and t-test for paired samples. The results revealed that prior to the intervention, students demonstrated a Beginning level of proficiency across all areas, with creativity and originality obtaining the lowest performance. After the implementation of the intervention, improvements were observed, even if all indicators are still in the Beginning level. Statistical analysis confirmed a significant difference between pre-test and post-test scores, proving that the enhancement in performance was a direct result of the treatment. The findings established that integrating AI tools effectively addresses critical gaps in writing competence, particularly in stimulating idea generation, improving content structure, and refining language accuracy. It is concluded that AI-Supported Creative Writing Instruction is a valuable approach to developing students’ writing proficiency. Based on these findings, this program is proposed to sustain and expand these benefits, encouraging the integration of technology in writing instruction to help learners achieve higher levels of competence and confidence.