Biology education is crucial for living in a volatile, uncertain, complex, ambiguous, disruptive, and diverse environment. Moreover, most literature suggested developing learning activities for students based on the knowledge, attitudes, and skills competency gaps. Thus, this study assessed the academic performance in terms of their examination scores among the 150 randomly selected Grade Eight Biology students in different public schools in a rural municipality in Cebu, Philippines. It employed a descriptive research methodology. The test questionnaire was anchored on the Department of Education Learning Guide in determining the student's academic performance in Biology. The respondents' data were gathered from their Biology teachers and were expressed in frequencies and percentages. Data were computed using SPSS Statistics 27. The majority of the student's academic performance in Biology for Digestive System (n=65, 43.33%), Biodiversity (n=68, 45.33%), and Ecosystem (n=56, 37.34%) competencies indicate that the majority of the respondents' scores did not meet expectations. Our findings strongly recommend that teachers carefully plan and provide necessary learning activities based on the needs and knowledge gaps of the students in their instructional practices to give their students a thorough grasp of the topics covered in the Biology class.