The pedagogical impact of AI-Assisted idea generation on self-efficacy and idea development skills in general foundation program students' research-based essay

Abstract

Foundation Program students often struggle to generate research ideas and organise their thoughts when writing research-based essays, which can undermine their confidence and academic performance. Traditional assessment methods provide limited insight into students' independent development of ideas. However, recent advances in educational technology, particularly Artificial Intelligence (AI), offer new opportunities to support learning. This study aims to investigate the pedagogical impact of AI-assisted idea generation on General Foundation Program (GFP) students' self-efficacy and idea-generating skills in research-based essay writing. The study adopts a quantitative research design using a single-group pre-test and post-test approach. The sample consists of 25 randomly selected GFP students. The intervention is conducted over a period of 4-6 weeks. Students use ChatGPT as their primary AI tool for brainstorming, outlining, and refining ideas. Students' self-efficacy is measured based on a structured questionnaire, while idea development skills are assessed through a writing rubric. Data is analysed using paired-sample comparison. The results indicate improvement in both self-efficacy and idea development. The study highlights the importance of integrating AI tools into writing instruction to enhance student confidence and performance.