Abstract. In the digital age, proficiency in productivity software is vital for students' academic and professional success. This study evaluated the effectiveness of the Edu-Graphics approach—a multimedia instructional strategy that integrates graphic design and cognitive principles—in improving ICT proficiency among Grade 8 students at New Pangasinan National High School. A proper experimental design was used, involving a control group that received traditional instruction and an experimental group that used a validated Edu-Graphics module. The module was assessed for Content, Relevance, Instructional Quality, and Presentation. Pre-test results confirmed that both groups were at a novice proficiency level, with no statistically significant differences: p-values were 0.13 for Word Processing, 0.21 for Presentation Software, 1.00 for Spreadsheet Software, and 0.16 for the Total Score. Post-test results revealed a significant improvement in the experimental group, which reached a competent level across all software categories. The experimental group achieved a total mean score of 3.25 (SD = 0.69), significantly higher than the control group’s 1.84 (SD = 0.39), with p-values < 0.00001 in all areas. Furthermore, the experimental group recorded a mean gain score of 2.10 (SD = 0.68), compared to the control group’s 0.76 (SD = 0.36). T-values ranged from 9.60 to 10.77, confirming statistically significant improvement (p < 0.00001) in Word Processing, Presentation, and Spreadsheet Software skills. These findings affirm the effectiveness of the Edu-Graphics approach in enhancing students’ digital proficiency. By offering visually enriched, learner-centered, and self-paced instruction, the strategy supports varied learning styles and increases engagement. Edu-Graphics demonstrates strong potential as a scalable tool for integrating technology-driven instruction into the basic education curriculum.

Keywords: Digital literacy; Edu-Graphics; ICT education; Instructional intervention; Productivity software.