Teacher Monitoring Strategies for AI-Aided Student Writing Outputs Toward Policy Guidelines
Abstract This study examined the extent to which senior high school teachers monitor AI-generated written outputs, focusing on the use of AI detectors, manual review, and cross-checking results. The study respondents were teachers from the Humanities and Social Sciences (HUMSS) strand of Philippine Christian University-Dasmariñas. The researchers collected data through a structured questionnaire and analyzed
