This study aims to find out the effects of using History comics in improving students’ performance of selected Grade 7 students of Pedro Guevara Memorial National High School for the school year, 2020-2021.Specifically, it will seek to answer the following questions.1. What is the level of acceptability of using History Comics as pedagogical tool as rated by teachers in terms of: Content Quality; Instructional Quality; and technical Quality? 2. What is the mean level of the students’ performance in terms of: pre-test; and post-test? 3. Is there a significance difference on the students’ performance to pre-test; andpost-test? 4. is there a significance effect using History comics in improving the students’ performance? The descriptive method of research was employed in this study to gather necessary data and information on the effectiveness of Interactive History Comics as Pedagogical Tool in improving the students’. The design was utilized because according to White et. al. (214), descriptive method is used to describe the nature of the situation as it exists at the time of the study and to explore the causes of the particular phenomena. The descriptive method of research was used to gather and treat the data on the three areas of investigation advanced in this study. This study utilized grade seven (7) students as the actual respondents through a random sampling technique. One hundred (100) students were used at Pedro Guevara Memorial National High School at the time the actual gathering of data was executed. In addition, twenty-five teachers (25) from the same school were used to measure the level of acceptability of Interactive History Comics as Pedagogical Tool in teaching. The descriptive method was used to find out the effects of using History comics in improving students’ performance of selected Grade 7 students of Pedro Guevara Memorial National High School for the school year, 2020-2021. The sample of this study will comprise selected 100 (one hundred) students of Grade 7 at Pedro Guevara Memorial National High School for the school year 2020-2021. The instrument used in the study is a survey questionnaire-checklist and data obtained from the questionnaire-checklist were then treated with statistical tools such as Weighted mean, standard deviation and regression analysis.The following were the significant findings of the investigation:1. Level of acceptability of using History Comics as pedagogical tool as rated by teachers’ in terms of Content Quality, Instructional Quality and Technical Quality. The overall mean of 4.14 with supported standard deviation of 0.696 indicated that a great extent of level of respondents’ perception using History Comics as Pedagogical Tool in terms of Content Quality is how well the content achieves its goals. It refers to the depth of information and insight contain within a piece of content. It goes beyond information to include formatting, readability, and grammatical correctness. On the other hand, the overall mean of 4.21, and 4.24 with supported standard deviation of 0.637, and 0.605, respectively, indicated that the level of respondents’ perception using History Comics as Pedagogical Tool in terms of Instructional Quality and Technical Quality is how well the content achieves its goals. It refers to the depth of information and insight contain within a piece of content. It goes beyond information to include formatting, readability, and grammatical correctness.2. Mean level of the students’ performance in terms of pre-test and post-test With the (Weighted Mean = 6.82, SD = 2.967) and with Lowest score = 2 and Highest score = 12 shows that the level of level of students’ performance in terms of pre-test has a descriptive equivalent of Low Mastery. On the other hand, with the (Weighted Mean = 16.67, SD = 2.804) and with Lowest score = 11 and Highest score = 19 shows that the level of level of students’ performance in terms of post-test has a descriptive equivalent of Closely Approximating Mastery.3. Significant effect of the Students Performance in Terms of Pre-test and Post-test. The t-value of 19.811 is greater than the critical t-value of 1.6526 and supported with p-value of 0.0000, it can infer that there is an increase in the performance and the analysis is Significant. 4.Significant effect of the mean level of students’ performance in terms of pre-test and post-test. The t-value of 19.811 is greater than the critical t-value of 1.6526 and supported with p-value of 0.0000, it can infer that there is an increase in the performance and the analysis is Significant. On the basis of the foregoing findings, the following conclusion was drawn. Based on the data, it is shown that there is a significant difference between students’ performance in pre-test and post-test at 0.05 level of significance. It shows that the null hypothesis stating that “There is no significant difference between students’ performance in pre-test and post-test” is rejected, it can infer that there is “significant” difference between them. Based on the data, it is shown that there is “significant effect of History Comics as Pedagogical Tool and students’ performance of selected Grade 7 students of Pedro Guevara Memorial National High School for the school year, 2020-2021” at 0.05 level of significance. It shows that the null hypothesis stating that “There is no significant effect of History Comics as Pedagogical Tool and students’ performance of selected Grade 7 students of Pedro Guevara Memorial National High School for the school year, 2020-2021” is rejected, it can infer that there is “significant” effect between them. There was an increased in the post-test mean scores, although same tools were treated to them it shows that the students’ level of performance on the post-test behaves differ from one another and can be attributed to their level of understanding and mental abilities. Based on the drawn conclusions resulted to the following recommendations:1. Teacher may administer pre-test/ post-test to identify student’s prior knowledge and to focus to the topics that need to be addressed also evaluate how much they have learned.2. DepEd officials, Administrators of public schools including the Principal and Head Teachers, are encouraged to provide materials and to conduct seminars that will develop their teachers’ ability in making instructional materials since it enhances the student’s performance. 3. It may be recommended materials should be checked and validated first by the experts before using it in the classroom because contents should be based on facts and real people to avoid sacrificing the validity of contents just because it is visually appealing. In this specific study, this expert is member of Bureau of Curriculum Development and was screened and was selected by the selection and screening committee of Bureau of Learning Delivery.4. Instructional Developer may be subjected to revisions and modifications for future use to cater the needs of the students during teaching and learning process. This research may become another reference for the other researchers who want to investigate the use of comic strip in teaching students. It will better make learning process more interesting and enjoyable using this media.