Abstract
<title>Abstract</title> <p>Persistent gaps in instructional practice and learning outcomes in science education remain evident despite reforms by the Department of Education. This study examined the effects of teaching type, creativity, self-efficacy, attitude, and motivation on the academic performance of two intact classes of Grade 9 students and explored their experiences under the 5-I instructional model—Inspect, Integrate, Instruct, Instill, and Investigate. An explanatory sequential mixed-methods design was used, with students assigned to either 5-I model or conventional instruction over one academic quarter. Quantitative data were gathered through instruments and analyzed using structural equation modeling to identify the direct and indirect effects of teaching type and learner-related variables on academic performance in biology. Qualitative data from focus group discussions were thematically analyzed to explain and triangulate quantitative findings. Path analysis revealed that conventional instruction directly influenced academic performance, while the 5-I model’s strength lay in indirect effects through creativity and self-efficacy, which in turn shaped attitude, motivation, and improved performance. Qualitative findings corroborated mechanisms, highlighting engagement through enjoyable and collaborative learning, curiosity-driven participation, learning through error and feedback, and development of creativity, ownership, and metacognitive awareness. The study proposes the Instruction–Cognition–Affection–Performance (ICAPe) Framework, highlighting integrated instructional design for sustainable science learning.</p>