This study examined the influence of a PowerPoint-based game strategy on the academic performance of Grade 7 students in Nutrition. It aimed to determine the students’ academic performance before and after the implementation of the strategy and to identify whether a significant difference exists between pretest and posttest scores. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of one section of Grade 7 students selected through full enumeration sampling. A standardized test instrument aligned with the Department of Education’s Most Essential Learning Competencies (MELCs) in Health was used to measure academic performance. Data were collected through the administration of a 15-item pretest and posttest. The intervention involved the use of a PowerPoint-based game strategy implemented across four instructional sessions, with lessons focusing on key Nutrition topics. Descriptive statistics, including mean and Mean Percentage Score (MPS), and inferential statistics using a paired-samples t-test were used to analyze the data. Results showed an increase in performance from a pretest mean score of 8.82 (MPS = 58.80%, Low) to a posttest mean score of 13.44 (MPS = 89.60%, High). A statistically significant difference was found between pretest and posttest scores (p < .001), indicating higher performance after the implementation of the strategy. The findings suggest that the PowerPoint-based game strategy may have a positive influence on students’ academic performance and engagement in Nutrition. Further studies are recommended to explore its application using more rigorous research designs.