IMPACT OF GROK AI ON THE DEVELOPMENT OF SCIENTIFIC WRITING SKILLS IN HIGHER EDUCATION STUDENTS

Abstract

This research, framed within Sustainable Development Goal 4, aimed to determine the influence of Grok AI on the development of scientific writing skills in higher education students. The study employed a quantitative, applied approach with a single-group pre-experimental design using pretest and posttest measurements. The sample consisted of 41 students enrolled in the eighth cycle of a higher education teacher training institute in the city of Huaraz, Peru. A structured questionnaire, validated by expert judgment and assessed for reliability using Cronbach's alpha, was applied to evaluate four dimensions: structural competence, clarity and precision, critical thinking in writing, and citation and referencing. The results showed a significant improvement in the overall level of scientific writing skills, with an increase in the mean score from the pretest (21.51) to the posttest (34.71), a statistically significant difference according to the Wilcoxon signed-rank test (Z = -5.568; p = 0.000). Significant improvements were recorded in all four dimensions, with critical thinking in writing showing the greatest relative gain. Linear regression analysis showed that only 13.6% of the variance in the posttest scores was explained by the pretest scores, indicating that the intervention itself accounted for the predominant share of improvement. It is concluded that the use of Grok AI positively influenced the development of scientific writing skills in higher education students, establishing itself as an effective tool for fostering research autonomy, clarity of expression, and the ethical use of academic standards. However, challenges remain in the citation and referencing dimension, which require strengthening to optimize students' academic performance.