Science deals with understanding terminologies, facts, and theories which on some learners might be intimidating. One way to solve this problem is to use strategies to help the learners understand the lesson better without compromising the learning process. Hence, the primary purpose of this experimental research study was to determine the effectiveness of the use of foldable strategy in science instruction to improve the academic performances and learning experiences of the students. The study utilized Randomized Pretest-Posttest Control Group, Using Matched Subjects Design. Data were gathered from 60 matched-sampled students. The data were analyzed utilizing independent t-test and paired t-test. Results of the t-tests showed that there were no statistically significant differences between the pre-test and post-test results of the control and experimental group. However, the experimental group had a higher mean of difference than the control group which indicates that the experimental group had gained more from the intervention.The results of the study were used to prepare an Outcomes-based Education (OBE) guide with the use of Foldable Strategy in Science Instruction. Recommendation made for the teachers was to continue using the traditional mode of teaching with the integration of Foldable Strategy to address higher order thinking skills of the students. Recommendations made for future researchers were to verify the results of the study using greater number of subjects in the control and experimental groups and by completing the four grading period or the whole school year as the length of the study.