WRITING Motivation, CHATGPT Usage, and Creative Writing Skills among HUMSS STUDENTS

Abstract

This study explored the influence of writing motivation and ChatGPT usage on the creative writing skills of Grade 12 Humanities and Social Sciences (HUMSS) students in three private schools in Digos City, Davao del Sur. The respondents were 250 HUMSS students selected through stratified random sampling during the school year 2024-2025. This study employed a descriptive-correlational design. Mean, standard deviation, Pearson r, and regression analysis were the statistical tools used to analyze the data. Findings revealed that students exhibited a high level of writing motivation, primarily driven by intrinsic and extrinsic factors and self-regulation. ChatGPT usage was also at a high level, particularly in its role as a writing aid and task support. Meanwhile, students demonstrated a moderate to high level of creative writing skills. A significant positive relationship was found between writing motivation and creative writing skills. At the same time, ChatGPT usage showed a mixed influence—offering support and risks, particularly in students’ originality and critical thinking. Multiple regression analysis indicated that writing motivation had a more substantial influence on creative writing skills than ChatGPT usage.