Abstract

Understanding abstract biological concepts remains challenging for junior high school learners, particularly when traditional instruction fails to connect scientific theories with real-world experiences. This study explored the potential of Contextualized Inquiry-Based Learning Activity Sheets (LAS) to enhance conceptual understanding and knowledge retention among Grade 8 learners at San Jose Integrated School, Schools Division of Santiago City. Employing a quantitative, one-group pretest–posttest design with a delayed retention assessment, the study focused on Cellular Reproduction, Genetics, and Biodiversity. Thirty learners were included in a simulated dataset to demonstrate the proposed analytical procedures. Descriptive statistics and pairedsamples t-tests were used to examine learning gains and knowledge retention. Illustrative results showed an increase in mean scores from 12.50 (pretest) to 23.20 (posttest), followed by a delayed retention mean of 20.60, suggesting potential improvements in conceptual mastery and sustained learning. However, these findings remain hypothetical and require validation through actual classroom assessments. The study highlights the potential of contextualized inquiry-based activities to transform passive learning into meaningful scientific exploration through real-world connections, guided investigations, and collaborative problem-solving. Ultimately, it offers a practical framework for developing engaging, relevant, and learner-centered Biology instruction that supports deeper understanding and lasting knowledge acquisition in contemporary classrooms