This study determined whether employing a multiple representation approach on students cognitive and creative thinking skills in the context of science education were effective among the Grade 4 students of Capitol View Christian School. Specifically, this study will answer the following questions: (1) What is the level of utilization of multiple representation approach 2) What is the level of students cognitive skills (3) What is the level of students performance (4) What is the level of Composite table of students creative thinking skills? (4) Is there a significant difference on the level of student creative thinking skill before and after utilization of multiple representation approach? (5) Does the level of utilization of multiple representation approach have significant effect on students cognitive skills? (6) Does the level of utilization of multiple representation approach have significant effect on students creative thinking skills? The study was conducted to prove that there was a significant difference in the pre-test and post-test among the respondents. The respondents of the study were composed of two (2) sections at Capitol View Christian School to test the effectiveness of The Utilization of Multiple Representation Approach on Students Cognitive and Creative Thinking Skills in Science. In this study, random sampling method was used in choosing the respondents. The researcher made questionnaires validated by different experts from different school. Using a random sampling method, data were collected via validated questionnaires administered to the participants. Analysis of the data indicates a significant improvement in both cognitive and creative thinking skills among students following the implementation of the multiple representation approach. Specifically, there was a notable enhancement in students perception, memory capacity, logical reasoning, as well as their abilities in analyzing, problem-solving, organizing, and lateral thinking. Based on the data presented and interpreted in Chapter 4, the overall statistical data revealed that the findings reveal a high level of utilization of multiple representation analysis across various aspects, including task assignment, ICT integration, instructional materials, and model presentation. Additionally, students demonstrated significantly enhanced cognitive skills, such as perception, memory capacity, and logical reasoning, as well as heightened creative thinking skills, including analyzing, problem-solving, organizing, and lateral thinking. Statistical analysis indicates a significant difference in students creative thinking skills before and after implementing the multiple representation approach, as well as a significant relationship between the utilization of this approach and both cognitive and creative thinking skills. The conclusions drawn suggest that the utilization of multiple representation approaches positively influences students cognitive and creative thinking skills in science education. Recommendations are provided for students, educators, schools, and future researchers to leverage these findings to enhance teaching strategies, curriculum development, and educational outcomes. This study serves as a valuable resource for advancing science education practices and promoting deeper student engagement and understanding in the subject.

multiple representation;

cognitive skills

creative thinking skills