THE EFFECTS OF GENERATIVE AI TOOLS ON STEM STUDENTS' INFORMATION LITERACY IN BIOLOGY

This study, conducted from January to July 2026, aimed to determine the adverse effects of generative AI tools on STEM students’ information literacy in Biology. Specifically, it examined students’ use of these tools in terms of personalized tutoring, content creation, and feedback and assessment, as well as their adverse effect on locating information, analyzing information, and responsible use of information. The research surveyed one hundred thirty-five (135) Grade 11 STEM students from a public high school in Sariaya, Quezon, using total population sampling. A descriptive-correlational method with a quantitative approach was employed, and data were collected using self-made survey questionnaire. Statistical tools used for analysis included Weighted Arithmetic Mean (WAM) to determine the use and adverse effects of generative AI tools and Spearman’s rho to determine the significant relationships between generative AI tools usage and students’ information literacy in Biology. Findings revealed that students frequently use generative AI tools for personalized tutoring, content creation, and feedback and assessment. However, these tools show significant adverse effects on students’ information literacy, particularly in locating information, with a WAM of 2.64, indicating that students’ overreliance on AI-generated content reduced their initiative to explore multiple credible references. Furthermore, statistical analysis confirmed significant relationship between generative AI tool usage and locating information, while the relationship with analyzing information and responsible use of information was limited. Based on these findings, the researchers proposed guidelines aimed at promoting the effective and responsible use of generative AI tools to enhance STEM students’ information literacy in Biology.