Merging AI insights with Rubric Precision in Technical Writing
Abstract & Details
Research Area
English Language Education
Keywords
Technical Writing
English Language
Rubric
Precision
AI-Generated feedback
Abstract
This compelling study investigates the remarkable synergy of structured rubrics and AI-generated feedback, particularly from ChatGPT, in significantly boosting the technical writing capabilities of fourth-year Civil Engineering students at North Eastern Mindanao State University–Bislig Campus. Utilizing a descriptive-correlational design, this groundbreaking research delves into how these innovative feedback mechanisms influence crucial aspects of technical writing: clarity, organization, grammar adherence, fluency, and critical thinking. This study rigorously assesses the impact of rubric-guided peer assessment and AI-generated insights in enhancing student performance. A remarkable cohort of 60 students participated, split into two dynamic groups—one receiving invaluable peer feedback via structured rubrics and the other benefiting from ChatGPT-generated insights. Data was meticulously gathered through pre-tests, post-tests, rubrics, and surveys, and analyzed using robust statistical tools, including ANCOVA and descriptive statistics. Results demonstrated that students who engaged with both structured rubrics and AI feedback experienced remarkable enhancements in their technical writing abilities, with the AI-feedback group showcasing exceptionally high improvements in clarity, grammar, and fluency. Nevertheless, the successful utilization of this feedback was largely contingent on students’ capacity to interpret and implement the suggestions. The findings strongly advocate incorporating rubrics and AI-driven feedback systems in technical writing education. The study emphasizes the transformative potential of AI in enriching traditional feedback methods and proposes effective instructional strategies that empower educators to elevate writing instruction for engineering students. It concludes by recommending targeted interventions aimed at further amplifying writing instruction through a blended feedback approach.
License
This work is licensed under a Creative
Commons
Attribution-ShareAlike 4.0 International License.
Author Information
| # | Name | Institute / Affiliation |
|---|---|---|
| 1 | Cheryl S. Ranoco | North Eastern Mindanao State University, Tandag Campus |
| 2 | Rolly G. Salvaleon | North Eastern Mindanao State University |
How to Cite
Use the following formats to cite this article in your research.
APA Style
Ranoco, Cheryl S. & Salvaleon, Rolly G. (2025). Merging AI insights with Rubric Precision in Technical Writing. International Journal of Advance Research and Innovative Ideas In Education, 11(3), 1473-1482.
MLA Style
Ranoco, Cheryl S., and Rolly G. Salvaleon. "Merging AI insights with Rubric Precision in Technical Writing." International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 3, 2025, pp. 1473-1482.
IEEE Style
Cheryl S. Ranoco and Rolly G. Salvaleon, "Merging AI insights with Rubric Precision in Technical Writing," International Journal of Advance Research and Innovative Ideas In Education, vol. 11, no. 3, pp. 1473-1482, 2025.
Vancouver Style
Ranoco Cheryl S., Salvaleon Rolly G.. Merging AI insights with Rubric Precision in Technical Writing. International Journal of Advance Research and Innovative Ideas In Education. 2025;11(3):1473-1482.
Harvard Style
Ranoco, Cheryl S. & Salvaleon, Rolly G. (2025) 'Merging AI insights with Rubric Precision in Technical Writing', International Journal of Advance Research and Innovative Ideas In Education, 11(3), pp. 1473-1482.
Chicago Style
Ranoco, Cheryl S. and Rolly G. Salvaleon. "Merging AI insights with Rubric Precision in Technical Writing." International Journal of Advance Research and Innovative Ideas In Education 11, no. 3 (2025): 1473-1482.
Turabian Style
Ranoco, Cheryl S. and Rolly G. Salvaleon. "Merging AI insights with Rubric Precision in Technical Writing." International Journal of Advance Research and Innovative Ideas In Education 11, no. 3 (2025): 1473-1482.
Related Research
EXPLORING THE LINGUISTIC AND NON-LINGUISTIC CHALLENGES IN ENGLISH SPEAKING AMONG ENGLISH-MAJOR STUDENTS AT DONG NAI UNIVERSITY, VIETNAM
PDF Unavailable
The Concept of Alienation in Modern Literature
PDF Unavailable
USING CREATIVE STRATEGIES IN IMPROVING STUDENTS’ READING COMPREHENSION: AN EXPERIMENTAL STUDY
PDF Unavailable
ARTIFICIAL INTELLIGENCE UTILIZATION AND ATTITUDE AS MODERATED BY SEX AND AI TOOL USED
PDF Unavailable
UNLOCKING LINGUISTIC POTENTIAL OF AI-DRIVEN TOOLS IN VOCABULARY ENHANCEMENT: THROUGH THE LENS OF COLLEGE STUDENTS
PDF Unavailable