The study investigated the relationship and effect of Structure of Observed Learning Outcomes (SOLO) Taxonomy Based Teaching on the Students Cognitive Learning Outcome and Performance in Science 9 at Magdalena Integrated National High School. Specifically, it aimed to determine the level of Hierarchical Levels of SOLO Taxonomy in terms of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract the level of students cognitive learning outcome in term of knowledge acquisition in terms of Factual Knowledge, Conceptual Knowledge, Procedural knowledge, and Metacognitive Knowledge the level of students performance before and after using SOLO taxonomy in terms of Comprehension, Problem Solving, Logical Reasoning, Analytical, and Critical Thinking. The study also aimed to determine the significant relationship between hierarchical level of SOLO taxonomy and students cognitive learning outcome in terms of knowledge acquisition and the difference between the level of students performance before and after using hierarchical level of SOLO taxonomy. The instrument used in the study was a survey questionnaire-checklist and 50-items test. Moreover, the researcher utilized weighted mean, standard deviation, pearson r correlation, and t-test to analyze and interpret the data gathered. One hundred (100) randomly selected Grade 9students from the Magdalena Integrated National High School was assessed and used as respondents of this research.                                                                                     The findings shows that Hierarchical Levels of SOLO Taxonomy in terms of Prestructural, Unistructural, Multistructural, Relational, and Extended Abstract were perceived as very great extent. Similarly, students cognitive learning outcomes in terms of knowledge acquisition, particularly in Factual, Conceptual, Procedural, and Metacognitive Knowledge, were also perceived as very great extent. Moreover, students performance before and after using SOLO taxonomy showed a descriptive equivalent of very satisfactory across various domains, including Comprehension, Problem-Solving, Logical Reasoning, Analytical, and Critical Thinking. Importantly, a significant relationship was found between the hierarchical level of SOLO Taxonomy and students cognitive learning outcomes, suggesting its effectiveness in facilitating knowledge acquisition. Additionally, a significant difference was observed in students performance before and after implementing the SOLO taxonomy. The research findings highlight a significant relationship between the hierarchical level of SOLO Taxonomy and students cognitive learning outcomes in terms of knowledge acquisition and significant difference in students performance before and after implementing the SOLO taxonomy. Therefore, hypotheses were rejected. Hence, participation in this study is encouraged as it offers a comprehensive understanding of how SOLO Taxonomy enhances cognitive learning outcomes and performance. By understanding how to integrate SOLO taxonomy, teachers can enhance the teaching of Science, fostering interactive and collaborative learning environments that promote diverse skills and intelligence among students.

cognitive

learning outcomes

performance