This study determined the effectiveness of Inquiry-Based Learning (IBL) in improving the numeracy skills of Grade 10 learners at New Albay National High School, Maragusan, Davao de Oro. The study employed a true experimental research design, specifically a randomized control group design, to examine the impact of the instructional strategy on learners’ numeracy performance. A total of 60 learners participated, with 30 learners assigned to the experimental group, which was taught using Inquiry-Based Learning strategies, and 30 learners assigned to the control group, which was taught using traditional teaching methods. The Rapid Mathematics Assessment (RMA) was used as the research instrument to measure the numeracy skills of the subjects. The instrument was administered as both a pretest and posttest to determine the baseline numeracy level of the learners and their improvement after the intervention. Data were analyzed using paired t-test and independent samples t-test. The findings revealed that the pretest scores of the control group and the experimental group indicated comparable levels of numeracy skills prior to the intervention, with no significant difference between the groups. Both groups showed significant improvement from pretest to posttest The posttest mean score of the control group and the experimental group obtained a slightly higher mean score, both interpreted under the emerging proficiency level. However, the comparison of the gain scores between the two groups revealed no statistically significant difference. Based on the results, it was concluded that both instructional approaches contributed to the improvement of learners’ numeracy skills. However, Inquiry-Based Learning did not produce a statistically significant difference in numeracy performance compared to the traditional teaching method within the duration of the study.