Abstract
This study aimed to determine, investigate, and examine the integration of artificial intelligence on the writing competency of learners at Calauag National High School. The researcher aimed to know how to deal with, use, and integrate artificial intelligence in improving the writing competency of senior high learners, and propose a policy intervention and guideline for the proper use of artificial intelligence that will help policymakers, educational leaders, educators, and students in the teaching and learning process to achieve academic success with integrity and quality. A descriptive statistics as quantitative design and discourse analysis as qualitative design were utilized to gather the data, with the testing activity plan and interview questionnaire serving as the main instrument for data collection. The researcher conceptualized each item in the questionnaire according to research questions to get the best possible answers needed in this study. This study concluded that the difference in writing competencies between students using AI and those not using AI is statistically significant. The mean difference between the two groups is 2.794, with a standard error of 0.51963, indicating that, on average, students who utilized AI performed better in their writing tasks by a margin of 2.794 points These results strongly suggest that AI integration has a positive impact on learners' writing competency, as students who used AI demonstrated significantly higher writing performance compared to those who did not.
