Ai Literacy and Reliance: The Use of Chatgpt in Academic Writing Among Filipino Major Students

Abstract

Concerns about students' dependence and writing development have been raised by the growing integration of artificial intelligence tools like ChatGPT, which has changed academic writing practices in higher education. This study looked at how often first-year Filipino major students at Central Bicol State University of Agriculture (CBSUA) used ChatGPT, how dependent they were on it, and how it related to their academic writing performance. 42 first-year Bachelor of Secondary Education students majoring in Filipino were included in the study, which used a descriptive-correlational research design. A validated 30-item survey was used to collect the data, which were then analyzed using frequency, weighted mean, and Pearson Product-Moment Correlation Coefficient at a significance level of 0.05 using Google Forms. The findings showed that students regularly used ChatGPT for academic writing and a validated 30-item survey was used to collect the data, which were then analyzed using frequency, weighted mean, and Pearson Product-Moment Correlation Coefficient at a significance level of 0.05 using Google Forms. The findings showed that students were highly dependent on ChatGPT and regularly used it for academic writing. Additionally, results showed a strong perceived correlation between students' academic writing performance and their use of ChatGPT, especially with regard to organization, grammar, and content development. The study comes to the conclusion that although ChatGPT is a helpful learning tool, over-reliance on it may affect students' writing autonomy. This underscores the necessity of integrating AI tools in academic writing instruction in a guided and ethical manner.

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