The Mediating Effect of Artificial Intelligence Utilization on the Relationship between Grammar Learning Awareness and Writing Competence of Public Elementary School Learners

This study examined artificial intelligence utilization as a mediator between grammar learning awareness and writing competence among public elementary school learners. A quantitative descriptive-correlational mediation design was used with 250 Grade 6 learners from public elementary schools in Carmen District, Division of Davao del Norte during school year 2025-2026. Data were gathered using adapted and validated survey instruments that measured grammar learning awareness, writing competence, and artificial intelligence utilization. Means, standard deviations, Pearson product-moment correlations, regression analysis, and the Sobel z test were used. Results showed moderate grammar learning awareness (M = 3.10, SD = 0.84), moderate writing competence (M = 3.14, SD = 0.85), and moderate artificial intelligence utilization (M = 3.17, SD = 0.87). Grammar learning awareness was significantly related to writing competence (r = 0.65, p = 0.000) and artificial intelligence utilization (r = 0.60, p = 0.000), while artificial intelligence utilization was significantly related to writing competence (r = 0.63, p = 0.000). Mediation analysis showed that artificial intelligence utilization partially mediated the relationship between grammar learning awareness and writing competence, with a significant indirect effect (a*b = 0.33800, SE = 0.06165, Sobel z = 5.482500, p < 0.000001). The findings indicate that grammar learning awareness contributes directly to writing competence and indirectly through learners’ use of artificial intelligence for academic support.