Experiences and Ethical Practices in Using AI-Powered Tools for Research Writing of MAEd-Mathematics Students: Basis for AI Ethical Guidelines
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Zenodo
2025
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| author | Raymond C. Negros |
| author_facet | Raymond C. Negros |
| contents | <p><span lang="EN-US">Integrating AI-powered tools in research writing offers significant benefits but also presents ethical challenges that may compromise academic integrity. This study examined MAEd Mathematics students’ ethical practices in using AI-powered tools as the basis for developing institutional guidelines for responsible AI integration. Using a convergent parallel mixed-method design, data were gathered from 52 students through surveys and interviews with seven participants. Findings revealed extensive use of ChatGPT, QuillBot, Grammarly, and Turnitin, with stage-specific applications for idea generation, content refinement, editing, and plagiarism detection. Despite high accessibility, a digital divide persists in the depth of AI use, shaped by disparities in digital literacy and institutional support. While no formal AI-related policy exists, students practice ethical AI use as instructed by their instructors, highlighting the need for clear guidance. Based on the findings, a proposed AI ethical guideline for MAEd Mathematics researchers is established, emphasizing equitable access and standardized citation protocols to ensure responsible and academically sound AI use. Additionally, it is recommended for mathematics department to provide an established AI-use policy for research writing and other academic endeavors.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18014536 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
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| spellingShingle | Experiences and Ethical Practices in Using AI-Powered Tools for Research Writing of MAEd-Mathematics Students: Basis for AI Ethical Guidelines Raymond C. Negros <p><span lang="EN-US">Integrating AI-powered tools in research writing offers significant benefits but also presents ethical challenges that may compromise academic integrity. This study examined MAEd Mathematics students’ ethical practices in using AI-powered tools as the basis for developing institutional guidelines for responsible AI integration. Using a convergent parallel mixed-method design, data were gathered from 52 students through surveys and interviews with seven participants. Findings revealed extensive use of ChatGPT, QuillBot, Grammarly, and Turnitin, with stage-specific applications for idea generation, content refinement, editing, and plagiarism detection. Despite high accessibility, a digital divide persists in the depth of AI use, shaped by disparities in digital literacy and institutional support. While no formal AI-related policy exists, students practice ethical AI use as instructed by their instructors, highlighting the need for clear guidance. Based on the findings, a proposed AI ethical guideline for MAEd Mathematics researchers is established, emphasizing equitable access and standardized citation protocols to ensure responsible and academically sound AI use. Additionally, it is recommended for mathematics department to provide an established AI-use policy for research writing and other academic endeavors.</span></p> |
| title | Experiences and Ethical Practices in Using AI-Powered Tools for Research Writing of MAEd-Mathematics Students: Basis for AI Ethical Guidelines |
| url | https://doi.org/10.5281/zenodo.18014536 |