This study determined the relationships of IPAF-D method (integrate, predict, analyze, and formulate-draw conclusions) to enhance laboratory exercises on students academic behavior and performance in Biology. Specifically, this study aims to evaluate the level of utilization of the IPAF-D method, its impact on students academic behavior, students written tasks and students performance tasks after using the IPAF-D method. Moreover, the study determined if there is a significant difference in students written tasks before and after implementing the IPAF-D method and whether the method significantly affects students academic behavior and performance tasks. Additionally, it determined the specific factors that influenced students academic performance before and after the implementation of the IPAF-D method. This study employed a mixed-method approach combined with a quasi-experimental design. In this study, a purposive sampling technique was used in choosing the respondents. The respondents of the study were composed of four (4) sections with a total of one hundred fifty-five (155) Grade 11 STEM students in Kapayapaan Integrated School. The instruments used in the study are a self-made checklist survey questionnaire, open-ended interview questions, and a pretest and posttest for data collection. From the studys data analysis, the overall statistical analysis revealed several key findings. The level of utilization of the IPAF-D method was consistently interpreted at a very high level. Additionally, the data showed that the level of students academic behavior was interpreted at a high level, while the level of students written tasks was rated as very satisfactory. Moreover, the level of students performance was interpreted as outstanding. Importantly, there is a significant difference in the students written tasks, academic behavior, and performance tasks after the utilization of the IPAF-D method. Also, it was observed that students enhanced their focus and engagement, which were influential factors in their improved performance. In line with findings of the study it can be concluded that there is a significant effect on the learners academic behavior, thus rejecting the first hypothesis. The use of the IPAF-D method in laboratory exercises has a significant effect on the learners performance, thus rejecting the second hypothesis. Lastly, use of the IPAF-D method in laboratory exercises has a significant difference in the learners academic behavior and performance, thus rejecting the last hypothesis. It means that the implementation of the IPAF-D method in laboratory exercises significantly impacts learners academic behavior and performance in biology, thus rejecting all null hypotheses. Based on the findings and conclusions, the researcher came up with this recommendation. It is highly encouraged that teachers should consider incorporating more structured training and practice sessions focused on these dimensions to further reinforce students skills and sharing best practices within and across disciplines to enhance the effectiveness of the IPAF-D method in educational settings.  

Academic behavior

performance

biology