AI-Assisted Writing Practices and Academic Writing Integrity among Secondary Learners
DOI:
https://doi.org/10.5281/zenodo.21398432Keywords:
academic integrity, AI-assisted writing, artificial intelligence, learner authorship, secondary education, Writing practicesAbstract
This study investigated the relationship between AI-assisted writing practices and academic writing integrity among secondary learners at San Mariano National High School. A cross-sectional explanatory predictive design was employed, supported by proportionate stratified random sampling and a researcher-developed questionnaire that underwent expert validation, pilot testing, and reliability analysis. Data were analyzed through descriptive statistics and partial least squares structural equation modeling. The findings showed that learners demonstrated a high level of AI-assisted writing practice, particularly in language refinement and drafting support, while their academic writing integrity remained moderate. Information verification and disclosure of AI assistance emerged as significant positive predictors of academic writing integrity, while excessive reliance on AI-generated drafting had a significant negative effect. Revision and feedback use also contributed positively, whereas idea generation, planning, and language refinement did not independently predict integrity. The structural model explained a substantial proportion of the variance in academic writing integrity and demonstrated moderate predictive relevance. The results indicated that the main concern was not AI use itself, but the manner in which learners applied, verified, disclosed, and integrated generated content into academic work. The study recommended the adoption of clear school-based AI guidelines, disclosure statements, source-checking procedures, staged drafting requirements, and explicit instruction on authorship, citation, and responsible AI use. These measures may help schools benefit from AI-supported writing while preserving learner accountability, originality, and independent academic judgment.
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