The main purpose of this study is to use infographics as supplementary learning materials in teaching elementary science. This specifically aims to answer the level of acceptability of components and features of supplementary learning materials in teaching elementary science, the status of learner Science Process Skills, students mean performance in science, and the significant difference between the students mean performance in science in terms of diagnostic test and summative test, Is there a significant difference between on the content and physical features performance in terms of diagnostic  test and summative test? Is the Infographics learning materials significantly affects learner in terms of   science process skill and Is the infographics learning materials significantly affects learners as to performance? The present study used the descriptive quantitative research method and quasi-experimental designs in gathering information were gathered by using a survey questionnaire composed of 35 questions that are answered by the 1 School Principal, 2 Master Teachers and 12 Teachers from Victoria Sub- office at Tomas Daguinsin Elementary School as respondents of this study. The researcher also conducted a diagnostic test and summative test before and after the use of supplementary materials. Moreover, the primary data-gathered instrument used was a questionnaire. Weighted Mean and Standard Deviation were used to determine the level of acceptability infographics supplementary learning materials in teaching elementary Science.  In addition, paired t-test will be used to determine the significant difference in the students mean performance in Elementary Science. Based on the findings, (1) It was found out, that the level of acceptability of component of the Infographics Supplementary Learning Materials is highly acceptable, (2) and also level of acceptability of feature is very great excellent. (3) In the addition to the status of learner Science Process Skills in learning materials is very high, (4) The test difference between the performance of the learners in terms of diagnostic Test is fairly satisfactory while summative Test is very satisfactory. (5) The performance of the learners has significantly improved from low to very high or fairly satisfactory to very satisfactory. (6) The performance of the learners has significantly improved from low to very high. (7) Based on the data gathered in this study, the researcher arrived at the conclusion that the null hypotheses “Is there a significant effect of infographic learning materials on the learner performance” is accepted, which incites that there is no significant effect between them.  In interpretation of the aforementioned findings, the study has drawn the following conclusion: (1) There is a significant difference between on the component and features of infographics supplementary learning materials science, thus rejecting the hypotheses. (2) There is a significant difference between the performance of the learners, thus rejecting the hypotheses. (3) There significantly effects on the use of Infographics supplementary learning materials, thus rejecting the hypotheses. In the light of the foregoing findings and conclusions of this study, the following recommendations are offered: (1) The educators may use and discovery different scientific teaching approaches. Also, the use of methods and strategies in the lesson for the pupils to understand the science process skills such as video lessons and differentiated instruction, difficulty of the lesson, learning ability of pupils should be measured in   the teaching- learning process. (2) The Infographics Supplementary Learning Materials for Elementary Science made by the researcher are encouraged to try using the developed supplementary learning material. They may subject the instructional material to revisions, modifications and reconstructions depending upon the needs of their learners. (3) The use of infographics supplementary learning materials can be used for intervention that will enhance the learnings of the students.

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