The Effect of an Online Writing Tool on the Writing Skills of Education Students at Mindanao State University–Lanao del Norte Agricultural College

Abstract

This study examined the effect of an online writing tool on the writing skills of education students at Mindanao State University–Lanao del Norte Agricultural College, addressing the limited research on the direct influence of such tools on students’ writing ability. Specifically, it aimed to determine students’ level of use of the tool, assess its perceived effects on writing skills, and test whether significant relationships exist between student profile variables and the tool’s effects. A descriptive-correlational research design was employed, involving 50 purposively selected education students. Data were collected through a validated questionnaire and analyzed using frequency, percentage, weighted mean, and chi-square tests. Results showed that students reported a high level of use of the tool (grand mean = 3.26) and perceived it as highly effective in improving grammar, sentence construction, and overall writing performance (grand mean = 3.30). However, no significant relationships were found between students’ profile variables (age, gender, year level, and program) and the effects of the tool (p > 0.05). The findings indicate that while the tool is widely used and perceived as beneficial, its effectiveness is consistent across different student groups. The study concludes that online writing tools can support writing development but should be used alongside the development of independent writing skills.