Prompt Engineering As Mediator on the Relationship Between Artificial Intelligence (AI) Writing Assistant Usage and Research Writing Competence of Learners

This study investigated the mediating effect of prompt engineering on the relationship between the use of Artificial Intelligence (AI) writing assistants and research writing competence among senior high school learners in Cluster 2 Public Secondary Schools in Davao City, using Baron and Kenny’s (1986) mediation framework within a non-experimental, descriptive-correlational design. A total of 293 learners were selected through stratified random sampling from a population of 1,150. Results revealed that AI writing assistant usage was moderately extensive, with ethical and appropriate application being the most evident dimension, while frequent tool engagement was the least observed. Research writing competence was also moderately extensive, with logical organization being most evident and synthesis of the literature review the least demonstrated. Prompt engineering showed similar moderate extensiveness, with creativity in prompt variation being frequently observed, whereas tailoring prompts for information accuracy was the weakest. Correlation analysis confirmed strong and significant positive relationships among all variables, supporting the interconnected role of AI use, writing competence, and prompt construction. Mediation analysis demonstrated that prompt engineering significantly and positively mediates the effect of AI usage on research writing competence. The results support the Technology Acceptance Model (TAM) and Self-Regulated Learning Theory, while partially challenging the Cognitive Load Theory due to the potential complexity of prompts.