ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study investigated the utilization of the Inquiry-Based Learning (IBL) approach in Junior High School Science and its relationship with students’ academic performance on Plate Tectonic Theory at Lipata National High School, Lipata, Minglanilla, Cebu, during the School Year 2025–2026. A descriptive–correlational design was employed, involving 100 teachers and 143 Grade 10 students. Data were collected using structured questionnaires and analyzed through descriptive statistics, Pearson r correlation, and chi-square tests. Results showed that teachers were predominantly middle-aged, female, married, and pursuing postgraduate studies, with an average of 7.66 years of teaching experience and varied participation in professional development. Teachers reported moderate to strong readiness in implementing IBL, demonstrating confidence and curriculum alignment but indicating gaps in lesson planning, questioning techniques, and access to instructional resources. Students’ academic performance was rated Very Good (M = 3.82, SD = 0.79), with strong conceptual understanding but lower proficiency in applying knowledge to problem-solving. Students’ perceptions of IBL were generally positive (M = 4.10), particularly valuing investigative activities, hands-on tasks, and discussions. Correlation analyses revealed significant positive relationships between teacher profile variables, educational attainment, years of experience, civil status, and number of trainings, and both IBL utilization and student performance. Chi-square analysis confirmed that higher IBL implementation was associated with improved student outcomes. The study underscores the importance of teacher professional development, adequate resources, and supportive school structures in fostering effective IBL. Strengthening these areas can enhance student engagement, conceptual understanding, and the ability to apply scientific knowledge in real-world contexts. Keywords: Keywords: Inquiry-Based Learning, Plate Tectonic Theory, Junior High School Science, descriptive–correlational design, Student Academic Performance, Pedagogical Practices, Lipata, Minglanilla, Cebu