Evaluating the Grammarly AI Tool for Improving Academic Writing: Soliciting Students' Perceptions of Usefulness and Ease of Use
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2025
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| _version_ | 1866901849500549120 |
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| author | David Joseph F. Epe, Jefferson T. Cañamo, Khecy Mae B. Palioto, Markdy Y. Orong |
| author_facet | David Joseph F. Epe, Jefferson T. Cañamo, Khecy Mae B. Palioto, Markdy Y. Orong |
| contents | <p>This study explores how Grammarly, an AI-powered writing tool, influences students' academic<br>writing experiences at Misamis University. Using a quantitative approach, it assesses student perceptions<br>regarding Grammarly's usefulness and ease of use. Data from 325 respondents across various academic<br>departments indicate a generally positive reception, with high ratings for Grammarly's effectiveness in<br>enhancing writing quality and efficiency. While respondents found the tool intuitive and user-friendly,<br>some minor concerns regarding consistency in meeting expectations were noted. The analysis revealed no<br>significant differences in perceptions based on gender, but significant variations were observed across<br>different departments, suggesting that departmental context influences students' views on Grammarly.<br>Results from chi-square tests showed no significant relationship between students' perceptions and their<br>gender, but significant differences were observed based on departmental affiliation, with chi-square values<br>indicating statistically significant differences in perceptions of Grammarly's usefulness (51.888, p = 0.001)<br>and ease of use (65.262, p < 0.05) across departments. This study contributes to the ongoing discourse on<br>AI integration in education by highlighting the nuanced impacts of such tools on academic writing skills<br>and offering insights into their role in supporting student learning and success at Misamis University. </p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16761642 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Evaluating the Grammarly AI Tool for Improving Academic Writing: Soliciting Students' Perceptions of Usefulness and Ease of Use David Joseph F. Epe, Jefferson T. Cañamo, Khecy Mae B. Palioto, Markdy Y. Orong <p>This study explores how Grammarly, an AI-powered writing tool, influences students' academic<br>writing experiences at Misamis University. Using a quantitative approach, it assesses student perceptions<br>regarding Grammarly's usefulness and ease of use. Data from 325 respondents across various academic<br>departments indicate a generally positive reception, with high ratings for Grammarly's effectiveness in<br>enhancing writing quality and efficiency. While respondents found the tool intuitive and user-friendly,<br>some minor concerns regarding consistency in meeting expectations were noted. The analysis revealed no<br>significant differences in perceptions based on gender, but significant variations were observed across<br>different departments, suggesting that departmental context influences students' views on Grammarly.<br>Results from chi-square tests showed no significant relationship between students' perceptions and their<br>gender, but significant differences were observed based on departmental affiliation, with chi-square values<br>indicating statistically significant differences in perceptions of Grammarly's usefulness (51.888, p = 0.001)<br>and ease of use (65.262, p < 0.05) across departments. This study contributes to the ongoing discourse on<br>AI integration in education by highlighting the nuanced impacts of such tools on academic writing skills<br>and offering insights into their role in supporting student learning and success at Misamis University. </p> |
| title | Evaluating the Grammarly AI Tool for Improving Academic Writing: Soliciting Students' Perceptions of Usefulness and Ease of Use |
| url | https://doi.org/10.5281/zenodo.16761642 |