The integration of the spiral progression approach (SPA) in the K to 12 curriculum aims to enhance and boost students’ mastery and retention of concepts across grade levels. This study evaluated Science teachers’ initiatives toward the spiral progression approach and the implementation of developed E-Module in Grade 10 Biology. The study also examined the influence of this spiral progression approach on science education, curriculum adaptation, and student success. A descriptive-developmental and quasi-experimental research design was employed, focusing on a group of Grade 10 students from two selected sections. A researcher-made instruments assessed teachers’ initiatives, and the validity and acceptability of the developed E-Module based on key parameters: content quality, design and presentation, instructional value, engagement and interactivity, and practicality and usability. Findings highlighted that teachers’ initiatives in implementing the spiral progression approach were moderately evident, with a strong emphasis on content knowledge and pedagogy, highlighting teachers’ conceptual understanding. The use of E-Module learning activities was less emphasized and prioritized, emphasizing a gap in hands-on learning opportunities for students’ success. Furthermore, the developed E-Module were greatly found to be extremely acceptable, particularly in content quality and practicality. The posttest results demonstrated a high statistically significant improvement in student achievement and success. Thus, the study recommends enhancing interactive learning strategies and teaching approaches, integrating a real-world applications, and refining an instructional learning resources to support student comprehension skills.