Augmented reality in contextualized field-based instruction is a teaching strategy that incorporates promising approaches to enhance and develop students’ interest and conceptual understanding of biological concepts. This study focused on the use of augmented reality in contextualized field-based instruction as an instructional tool. The study aims to describe the engagement of students in Biology who are exposed to ARCoFBI and those exposed to non-ARCoFBI in terms of cognitive, affective, and behavioral; assess the students’ academic performance in Biology who are exposed to ARCoFBI and those exposed to non-ARCoFBI; find out the significant difference in the students’ engagement in Biology who exposed to ARCoFBI and those exposed to non-ARCoFBI in terms of cognitive, affective, and behavioral; and ascertain the significant difference in the students’ academic performance in Biology who are exposed to ARCoFBI and those exposed to non-ARCoFBI. The study was participated by the Grade 9 students of San Isidro Integrated School, San Isidro, Valencia City, Bukidnon utilizing quasi-experimental research design. The results were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The results revealed a “highly engaged” indication of students’ engagement in Biology when exposed to ARCoFBI in terms of cognitive, affective, and behavioral domains, with affective domain having the highest mean among the engagement domains, followed by behavioral and cognitive domains. Students’ academic performance when exposed to ARCoFBI was in high level on their posttest from a very low level on their pretest. A significant difference was observed on both engagement and academic performance which indicates that there is significant difference in the level of students’ engagement and academic performance in Biology when exposed to ARCoFBI and those exposed to non-ARCoFBI. The null hypothesis of this study was all rejected, which implies a positive indication. By the results shown, it is observed that as engagement of the students increases, their academic performance also progresses. With this, it is recommended to utilize an augmented reality as an instructional tool in a contextualized field-based instruction to broaden students’ understanding of biology concepts.