Merging AI insights with Rubric Precision in Technical Writing

May 2025
Vol-11, Issue-3
Paper ID: 26623
ISSN: 2395-4396
Downloads: 0

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.

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.

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