Abstract
Pedagogical approaches are constantly being evaluated based on their effectiveness. The works of the literature pay little to no attention in assessing strategies for teaching the water cycle. The water cycle topic in grade 4 was not sufficiently investigated in terms of finding a more effective method of instruction. This study intends to assess the efficacy of interactive multimedia as a strategy for teaching the water cycle to grade 4 learners of Cansayahon Elementary School- Cansayahon, Ronda, Cebu, Philippines. There were two groups, experimental and controlled, each containing 15 respondents. This study utilized a quasi-experimental research design. The pretest results revealed a mean of (10 and 12.93) for both groups, respectively. The post-test showed a 4.86-point difference between the experimental group's mean (16.13) and the controlled group's mean (11.27) by utilizing the significance level of 0.05, the results between the two groups were found to be statistically significant (p=0.00 and 0.00). The average value of the experimental gain class is higher (41), compared to the average value of the class of gain control (32). According to the results of this study, there are significant distinctions between learning with interactive multimedia and learning without multimedia in general. It is recommended that teachers can utilize the successful results of this research as a tool to support students’ academic progress, particularly in earth and life science. Also, further study can be done in validating the results of this study.
