Abstract. Despite the growing integration of digital learning tools in science education, research on their comparative impact remains limited. The quasi-experimental design involved 32 Grade 9 students from Candaping National High School, Candaping B, Maria, Siquijor, who were grouped based on their prior Science performance. Participants were divided into two groups: one receiving CAI-based instruction and the other utilizing SIMs. Pre-test and post-test scores were analyzed using mean, standard deviation, and t-tests for dependent and independent data to measure learning gains. Results indicate that students exposed to CAI demonstrated a 14.00% improvement, while those using SIMs showed a 12.33% increase. Statistical analysis revealed a significant difference (p < 0.05), suggesting that CAI was more effective in fostering conceptual understanding. These findings demonstrate the potential of CAI to transform science education by utilizing technology to enhance learning outcomes in complex topics like photosynthesis and cellular respiration while highlighting the effectiveness of both CAI and SIMs in bridging learning gaps, offering educators practical and flexible tools to improve student performance.

Keywords: Computer-aided instruction; Intervention materials; Science education; Strategic instructional methods.