Using Gemini AI to improve matriculation students’ writing performance

This study explores the use and impact of using Gemini AI as a supporting tool to enhance the writing performance among matriculation students. The study utilized qualitative methods to assess the impact of the use of Gemini AI on students’ argumentative essays and to investigate their interest towards the use of Gemini AI in writing. Interviews and writing samples were collected from six matriculation students identified as having low writing proficiency. Over a period of eight weeks, students were engaged with a structured writing lesson using Gemini AI as a supporting tool. Collected documents included essays, presentation sheets, and survey responses via Google Forms. Students’ writing responses were then examined thoroughly. The research was carried out through the following developmental steps: (1) students wrote a pre-test essay (Test A); (2) in groups of six, they produced an argumentative paragraph using Gemini AI, followed by peer proofreading; (3) they then wrote a full five-paragraph essay using Gemini AI; and (4) finally, they completed an individual post-test essay (Test B) without using Gemini AI. The findings revealed that students showed great improvements in their argumentative essays after following an eight-week intervention involving structured writing lessons with Gemini AI. The tool was proven to influence the writing performance of matriculation students with low writing proficiency positively. Additionally, students expressed interest and positive perceptions towards using the AI tool for writing tasks.