This study investigates the correlation between teachers’ instructional tasks, learning strategies, and students’ academic performance in Biology within the Northern Senatorial District of Ondo State, Nigeria. The research design employed was an ex post facto survey design, utilizing purposive sampling to select 180 senior secondary school students from 10 public secondary schools in Ondo town. The study involved an experimental group taught with a learner-centered instructional approach and a control group taught with a teacher-centered instructional approach. Achievement tests and lesson plans were used as research instruments, while content validity and reliability tests were conducted. The experimental group was taught Photosynthesis using the demonstration method, while the control group was taught using the lecture method. Data analysis involved inferential statistics, specifically the Independent T-test, to compare students’ academic performance in the two groups. The findings aim to provide insights into effective teaching methods in Biology, contributing to educational planning, and offering guidance for future research in related areas.