Quantifying change and capturing voices: a mixed-methods investigation of grammarly's effectiveness in enhancing students' writing skills

Abstract

This study investigates the effectiveness of using grammarly in enhancing writing skills among 29 Grade 11 students of UM Peñaplata - Senior High School. Employing a mixed-methods sequential explanatory design, students were randomly selected and classified into experimental and control groups. Pre-tests, post-test, and semi-structured interviews were used to assess writing proficiency and gather qualitive data on students' perception of Grammarly. Statistical analysis revealed that Grammarly users experienced significant improvements in their writing skills, which were supported by higher mean scores and significant t-test results. While there was no significant difference overall, statistically, the experimental group showed more significant improvement than the control group. The qualitative analysis highlighted the perceived benefits of Grammarly in enhancing writing accuracy, vocabulary usage, and overall fluency. The findings suggest that integrating Grammarly into writing instruction fosters students' writing skills. However, acknowledging the limitations of automated tools, teacher support is essential for maximizing effectiveness. Further research is needed to explore the long-term effects and suitability of Grammarly integration in various educational contexts, hitting the sustainability goals for educational development.