<p>This study aimed to evaluate the effectiveness of the Culturo-Techno-Contextual Approach Plus (CTCA Plus) in enhancing students’ academic achievement in food, nutrition, and metabolism compared to the traditional lecture method. This study employed a mixed-methods quasi-experimental design. A total of 41 senior high school students were purposefully assigned to the experimental group, which received instruction using the Culturo-Techno-Contextual Approach Plus (CTCA Plus), and the 50 students to the control group, which was taught using the lecture method. Quantitative data were collected before and after the experiment through standardized achievement tests administered before and after the intervention. Additionally, qualitative data were gathered at the end of the experiment through student interviews and thematic analysis to capture perceptions of engagement, conceptual understanding, and motivation. Statistical analyses, including ANCOVA, were conducted to compare academic performance between the two groups, while qualitative responses were analyzed thematically to provide deeper insights into students’ learning experiences. Specifically, the study sought to determine whether integrating cultural relevance, technological tools, contextualized learning, and a structured reward system within CTCA Plus could lead to improved learning outcomes, engagement, and retention among students over the lecture method. The quantitative results showed that the experimental group significantly outperformed the control group [<i>F</i> (1, 88) = 62.81; <i>p</i> &lt; 000]. The qualitative findings further showed the potential of CTCA Plus in improving students’ academic engagement by making learning more interactive, contextually relevant, and technologically enriched. The originality of this study lies in its ground-breaking test of CTCA Plus in biology education. The findings of this study indicate its efficacy in improving students’ understanding of food, nutrition, and metabolism education.</p>