The result of the Division Achievement Test in Science administered to Grade 6 learners, out of six competencies included in MELCS, four competencies were identified as the "Least Learned" as they got a mastery level indicated as "Low Proficient". Thus, this developmental research aimed to develop and test supplementary learning material in the form of interactive modules. The study was anchored on a Cognitive Theory of Multimedia Learning and the framework for designing instructional solutions to achieve desired learning outcomes. The ADDIE model was used to design and develop the supplementary learning material. The data pertinent to the study were tabulated, analyzed, and interpreted using computing the weighted mean, and each data were provided a descriptive interpretation. Results revealed that learners had developed a positive perception of E-learning. The developed supplementary learning material conforms to the requirements of the Department of Education in terms of Content Quality, Instructional Quality, Technical Quality, and other findings, including conceptual, factual, grammatical, and typographical errors. It was also found to be suitable to serve as an intervention learning material that will help learners achieve the desired learning outcome.