The Lived Experiences of Teachers in Detecting AI Generated Content in Students’ Written Outputs in Private Schools of Bislig City

Abstract

Introduction: The proliferation of AI writing tools such as ChatGPT and Grammarly undermines the maintenance of academic integrity, particularly in underfunded private institutions.

Objectives: This study seeks to understand the experiences of SHS English teachers in private schools of Bislig City while evaluating AI generated outputs from students.

Methods: A qualitative phenomenological approach was used through in depth interviews and focus group discussions involving ten teachers. A thematic analysis was employed to bring to light common themes and personal realities.

 Results: Teachers described noticing red flags of AI generated writing, such as rapid progression in grammar, vocabulary, sentence structure, and coherence that didn’t align with students’ typical work. Among the key barriers were technological and institutional barriers, including low digital literacy, poor internet access, and insufficient AI detection tools. Teachers also reported the difficulty of combating AI humanizing platforms, such as Quillbot, which obscure traces of AI. Several instructors relied on rubric based evaluations of the authenticity of responses to help discourage AI exploitation. Still, they also expressed concern about grading bias given the subjective nature of validation and the lack of official detection procedures or institutional support.

Conclusion: These findings underscore the urgency for campus AI use policies, professional development around ethics in AI use, and investment in digital tools to aid in promoting fair assessment in the age of generative AI.