Educational administration is increasingly focused on integrating technology to enhance learning outcomes in the 21st-century classroom. This study investigated the effectiveness of multimedia presentations on the academic performance of Grade 5 learners in Science 5 at Linda Integrated School. Grounded in the Cognitive Theory of Multimedia Learning (Mayer, 2001), the research utilized an experimental design with pretest-posttest measures to determine whether multimedia-based instruction significantly improves comprehension and retention of scientific concepts. Science education in the Enhance K–12 curriculum often challenges learners due to its abstract nature and technical language. To address this, the study explored the use of interactive, multimedia-enhanced lessons combining text, images, audio, and video. Results are expected to show measurable improvements in learners’ test scores, demonstrating that multimedia integration positively impacts motivation, conceptual understanding, and performance in Science. The findings will provide empirical evidence for teachers and inform educational administrators on the value of adopting multimedia as a pedagogical tool. Recommendations will focus on teacher training, resource allocation, and policy development to strengthen technology integration in Science education and enhance 21st-century skills among learners. Keywords: Educational Administration, Multimedia Presentations, Science Education, Academic Performance, Grade 5 Learners, Experimental Research, Cognitive Theory of Multimedia Learning, K–12 Curriculum, Technology Integration, Linda Integrated School.
Quiring et al. (Fri,) studied this question.