Multimodal experiences are critical for learning in the twenty-first century, particularly those that focus on improving a learner's capacity to generate and analyze visual texts. This study used a quasi-experimental design to investigate the efficacy of a multimodal teaching technique in enhancing Grade 4 pupils' Math performance. The null hypothesis that there is no significant difference between the posttest mean score of the experimental and comparison groups is rejected, implying that the experimental comparability to the comparison group improves significantly after the posttest. Furthermore, the null hypothesis that there is no significant difference between the pretest and posttest results of the comparison group is rejected, implying that the comparison group's scores improve from pretest to posttest, as does the experimental group's. However, there is a significant improvement in the experimental group, indicating that the intervention is more effective than traditional teaching methods. The study's recommendations are as follows: teachers should continue to use multi-modal teaching approaches in their classrooms; education officials and school administrators should encourage teachers to support teachers by providing materials and professional development training in multimodal teaching approaches; and future researchers should develop and evaluate other potential characteristics or variables related to multimodal teaching approaches.