Generative artificial intelligence (AI) has gained considerable attention in recent educational discourse. Still, empirical evidence on its pedagogical value, particularly in science domains such as biology, remains limited and incoclusive. The study surveyed 230 Filipino senior-high Science, Technology, Engineering, and Mathematics (STEM) learners to determine how knowledge, attitudes and practices toward ChatGPT relate to biology grades and whether academic resilience mediates this link. Using validated KAP-CQ and ARS-30 questionnaires, the authors applied descriptive statistics, Pearson correlations, multiple regression and Hayes’ mediation procedure. Results revealed that among the dimensions of ChatGPT utilization, only students’ knowledge of the educational use of ChatGPT demonstrated a significant positive correlation with biology achievement and emerged as a significant predictor of performance. Moreover, this dimension also showed a positive correlation with perseverance, a key subcomponent of academic resilience. Additionally, students’ attitudes toward ChatGPT exhibited significant associations with both perseverance and reflective, adaptive help-seeking behaviors. However, academic resilience did not mediate the relationship between the use of ChatGPT and academic performance. These findings suggest that fostering informed and strategic use of AI tools may enhance learning outcomes in STEM education. The study highlights the importance of structured student training on AI’s educational applications, emphasizing not only functional knowledge but also the development of responsible and resilient learning behaviors.
Cite this paper
Santiago, N. E. N. , Bucaloy, M. A. G. , Reyes, J. C. M. D. , Vallente, M. A. and Vergara, C. R. (2025). Exploring the Link between ChatGPT Utilization, Academic Resilience, and Academic Achievement of STEM Students. Open Access Library Journal, 12, e13885. doi: http://dx.doi.org/10.4236/oalib.1113885.
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