Relationship between education students’ knowledge of ChatGPT in education and their academic performance

This study examined the relationship between education students’ knowledge of ChatGPT and their academic performance at Mindanao State University–Iligan Institute of Technology. Employing a quantitative correlational design, data were collected from 70 undergraduate students. Knowledge of ChatGPT was assessed using a validated questionnaire, while academic performance was measured through cumulative grade point average (CGPA). Results revealed a very weak and non-significant negative correlation between ChatGPT knowledge and CGPA, indicating that conceptual familiarity with the tool does not necessarily translate into improved academic outcomes. These findings suggest that the relationship between AI-related competencies and academic performance is complex and may be influenced by factors such as self-regulated learning, depth of engagement, and effective usage strategies. The study underscores the need for structured and pedagogically grounded AI literacy in teacher education programs to support critical, ethical, and meaningful integration of ChatGPT in learning.