International Journal of
Information and Education Technology

Abstract

This study explores the utilization of Artificial Intelligence (AI) in research writing among 509 students and 47 faculty members at a state university in Bulacan. Using a quantitative descriptive research design, a structured survey adapted from the Artificial Intelligence Assessment Framework was administered to assess the frequency and extent of AI tool usage in academic writing tasks such as grammar checking, plagiarism detection, paraphrasing, and data analysis. Descriptive statistics revealed that both students and faculty members commonly use AI applications like Grammarly, ChatGPT, and Quillbot for enhancing grammar and ensuring originality, while AI-driven data analysis and citation tools are less frequently utilized. Independent samples t-tests were conducted to determine significant differences in AI usage between the two groups. Results showed no significant difference in the frequency (t = 1.558, p = 0.120) and extent (t = 0.692, p = 0.489) of AI use between faculty and students. These findings suggest that AI tools are being adopted at comparable levels across academic roles. The study underscores the importance of institutionalizing AI literacy programs and ethical guidelines to promote responsible AI integration in research writing. The proposed Artificial Intelligence Utilization Scale (AIUS) Framework offers a structured policy guideline for evaluating and disclosing AI usage, ensuring academic integrity and proper attribution in scholarly outputs.