AI-Based Learning Tool Utilization and Academic Performance in Science, Technology, and Society (STS)

The rapid integration of artificial intelligence (AI) in higher education has raised important questions about its impact on student learning outcomes, particularly in interdisciplinary science, technology, and society (STS) courses that emphasize critical thinking and ethical reasoning. This study examined the extent to which students utilized AI-based learning tools and their relationship with academic performance in STS courses in the Philippines. Using a quantitative, cross-sectional, correlational–comparative design, data were collected from 232 undergraduate students at a Philippine state university through a validated 20-item questionnaire and verified final course grades. Descriptive statistics, Pearson’s correlation, and Welch’s t-test were used for the analysis. The results showed a high reported use of AI chatbots, writing assistants, and research tools; however, the duration and diversity of use were generally low. Students’ academic performance ranged from satisfactory to good. Statistical analyses revealed no significant relationship between AI tool usage frequency and academic performance (r = 0.025, p = 0.709) and no significant difference between regular and non-regular AI users (t = 0.52, p = 0.607; d = 0.07). Overall, the findings indicate that AI tools function primarily as supplementary academic aids rather than as direct predictors of academic achievement in STS courses.