The purpose of the study is to design and validate e-learning materials for a few selected Earth and Life Science disciplines. It concentrated on figuring out how the e-learning content would help increase the learners' conceptual comprehension and their perception of the intervention material's effectiveness. The area of investigation was limited to four (4) areas of investigation: 1) Determine the level of quality of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its objective, content and exercises, 2) Determine the level of acceptability of the respondents on the use of the E – Learning Material in Earth and Life Science for Struggling Learners in terms of its efficiency, usability and adaptability, 3) Know the mean score performance of the control and experimental group on the second quarter topic: matter in the use of E – Learning Material in Earth and Life Science in terms of Pre – Test and Post – Test, and 4) Determine if there is a significant difference between the pre-test performance and posttest performance of the control group and experimental group. It was founded on the level quality in terms of objectives, content, and exercises, it was determined that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners. The e-learning material was successful in enhancing the students' competencies in Earth and Life Science disciplines as evidenced by the students' improved performance on the post-test. It was revealed that the e-learning material was highly acceptable to teachers and students as an intervention for the struggling learners in terms of acceptability based on its efficiency, usability and adaptability. According to the students' increased performance on the post-test, the e-learning material was effective in improving the students' competences in Earth and Life Science subjects. It was described that the mean score performance in the pretest of the control and experimental group were both average. While the mean score performance in the posttest of the control and experimental group were described as good. A significant improvement in the students' performance was revealed by the study. Based on the results of the pre-test and the post-test, there was a significant difference in the students' performance of the control and experimental group. Based from the findings of the study the author of this research concluded that there is a significant difference between the posttest mean score of the control and experimental group, hence, the null hypothesis stating that there is no significant difference is hereby rejected. The researcher recommends to change the research paradigm. Investigate the potential modifying impact of learners' academic abilities and parental support on the impact of employing science-related films as a motivating and cognitive teaching strategy during a certain grading period.

E-learning