Assessment of the effectiveness of integrating multimedia instructional materials has become very important as a way of ascertaining how the interaction of multimodal stimuli with digital interactive multimedia materials can improve students' cognitive involvement and positively affect their performance in subject-based contexts. In this context, this study investigated the utilization of multimedia instructional materials in relation to the academic performance of Grade 6 pupils at Andres Bonifacio Elementary School II. The research aimed to determine whether modern pedagogical tools—specifically televisions, LED projectors, laptops, and interactive boards—have a significant influence on student outcomes. A descriptive-correlational research design, using self-structured questionnaires validated through existing literature, was utilized to gather data from 185 Grade 6 pupils. Data were interpreted using statistical analysis, including z-tests to determine differences based on sex, parental education, and income; One-way ANOVA for section-based differences; and Pearson’s R to examine the relationship between multimedia use and academic performance. The findings revealed that televisions, LED projectors, and laptops were used to a "great extent," while whiteboards/Panaboards were used to a "moderate extent." While significant differences in tool utilization were observed across demographic variables (sex, income, and section), the pupils' overall academic performance remained at a "satisfactory" level. The study concludes that while teachers frequently integrate technology into the classroom, the extent of multimedia utilization does not have a significant relationship with pupils' academic performance. This suggests that technology alone is not a primary driver of grades. It is recommended that school administrators and ICT coordinators conduct regular monitoring and design specialized programs to better integrate these technologies into the curriculum, specifically targeting and improving academic outcomes.