The goal of this research was to create multimedia presentations for 21st-century learners. It also attempted to evaluate the level of reading comprehension in the controlled and experimental groups, as well as whether there is a significant difference between the two. This study included 80 ACTS Computer College Grade 11 Senior High students. In order to analyze the efficiency of multimedia presentations in increasing 21st-century learners' reading comprehension, the experimental technique was used as the research methodology. A variety of test questionnaires were used in this investigation. Data analysis revealed that although the controlled group of ABM learners only achieved a Satisfactory performance, the experimental group of students achieved a Very Satisfactory performance. Both the experimental and the control groups of HUMSS students completed the course with a Very Satisfactory rating. ICT students in the experimental group achieved a Very Satisfactory performance, while those in the control group attained a Satisfactory performance. STEM students in the experimental group achieved an Outstanding performance, while those in the control group got Very Satisfactory. The rejection of the null hypothesis indicates that there were significant differences in reading comprehension between the experimental and controlled groups. Based on the gathered data, it was concluded that the students in experimental groups who used multimedia presentations had a greater level of comprehension than those students in the controlled groups who utilized printed stories. The multimedia presentations integrated with teaching are a useful tool in increasing the students? reading comprehension which signifies the result of their achievement test. Between the controlled and experimental groups of students, there is a significant difference in reading comprehension. It is recommended, therefore that teachers use multimedia presentations to teach 21st-century learners. For greater comprehension, these materials should include not just text and photographs, but also other interesting content such as animations and dub voice. Vocabulary words must also be supplied to unlock the learners' difficulties, which is believed to be more effective. Similarly, teachers can employ multimedia presentations as part of curricular education because they are more successful than printed materials in terms of reading comprehension. It is also suggested that future researchers should conduct further research with a bigger population and investigate additional suggestions for improving the multimedia presentation.

21st Century Learners

Multimedia Presentation

Reading Comprehension