This study determined the efficacy of kinesthetic learning strategies in earth science: an investigation of student engagement, conceptual mastery, and long-term retention. Specifically, this study answered the following questions: The level of the efficacy of kinesthetic learning strategies in earth science. The level of student engagement in kinesthetic learning strategies in earth science. The level of conceptual mastery in kinesthetic learning strategies in earth science. The level of long-term retention in kinesthetic learning strategies in earth science. The students’ performance in terms of diagnostic test and summative test. The utilization of kinesthetic learning strategies in earth science has significant difference on the diagnostic and summative of the student. The utilization of kinesthetic learning strategies in earth science has significant effect on the student engagement. The utilization of kinesthetic learning strategies in earth science has significant effect on the conceptual mastery. The utilization of kinesthetic learning strategies in earth science has significant effect on the long-term retention. The study used a descriptive design in comparing variables, since the researcher's only concern is providing a description of the circumstance or case they are studying. The study was conducted to prove that kinesthetic learning strategies in earth science has significant effect on the student engagement, conceptual mastery and long-term retention. Also, to determine that kinesthetic learning strategies has significant difference on the diagnostic and summative of the students. The respondents of the study were composed of thirty-three and thirty-seven Grade eight students from Santa Cruz Integrated National High School. In this study, purposive sampling method was used in choosing the respondents. The researcher made questionnaires validated by the set of expertise who are not part of the respondents from the schools in the District of Santa Cruz, Schools Division of Laguna. Based on the data presented and interpreted in Chapter 4, For the level of efficacy of kinesthetic learning strategies in earth science in terms of simulation, hands-on activities, interactive presentations and movement-based exercises all was interpreted to a very great extent. While for level of efficacy of student engagement in terms of behavioral engagement, cognitive engagement and emotional engagement all was interpreted to a very great extent. For the level of efficacy of level of students’ conceptual mastery in kinesthetic learning strategies in earth science in terms of immediate understanding and depth understanding was both interpreted to a very great extent. For the level of efficacy of students’ long-term retention in earth science in terms of knowledge retention, transfer of learning and practical application was all interpreted to a very great extent. The students’ performance in terms of diagnostic and summative test, it is evident that the students’ performance in summative test is high, furthermore their performance in diagnostic test is evidently low. It only implies that they performed higher after the used of kinesthetic learning strategies. For the test of difference between the performance in utilization of kinesthetic learning strategies in earth science. Data obtained through a paired t-test indicated that the increase in the scores in performance is significant. For the effect of utilization of kinesthetic learning strategies in earth science on the student engagement. The Simulations, Hands-on Activities, Interactive Presentations and Movement-based Exercises of kinesthetic learning strategies in earth science has a significant effect to the student’s motivation. Students' motivation is greatly impacted by their Immediate and Depth Understanding of kinesthetics learning strategies in Earth Science. For the effect of utilization of kinesthetic learning strategies in earth science on the long-term retention. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: (1) Kinesthetic learning strategies in earth science has significant difference on the diagnostic and summative of the students, rejecting the first null hypothesis; (2) Kinesthetic learning strategies in earth science has significant effect on the student engagement thus, rejecting the second null hypothesis; (3) Kinesthetic learning strategies in earth science has significant effect on the conceptual mastery, rejecting the third null hypothesis; and (4) Kinesthetic learning strategies in earth science has significant effect on the long-term retention, rejecting the last null hypothesis. Hence, the utilization of kinesthetic learning strategies in earth science was effective. Based on the conclusions formulated from the findings, the following recommendations were given. Maintain a multisensory approach by combining visual, auditory, and tactile elements in all kinesthetic learning strategies to check if it enhances comprehension, retention, and enjoyment of learning. Incorporate regular feedback mechanisms and reflection opportunities for students to assess their progress, identify areas for improvement, and reinforce learning outcomes.