The study aims to investigate the effect of using the generative learning model on academic achievement in science, as well as the motivation science learning it among seventhgrade students in the Sultanate of Oman. To achieve this objective, the study adopts a quasiexperimental approach based on an experimental and a control group design. The study sample consists of 56 students from the seventh grade, divided into two groups: an experimental group comprising 28 students who were taught using the generative learning model and a control group consisting of 28 students from different schools who were taught through conventional methods. For the research methodology, the researcher devised instruments and materials. The instrument consists of an academic achievement test comprising 20 objective questions categorized into three levels: knowledge, application, and reasoning. The reliability coefficient of the achievement test was measured at 0.82. In addition to the instrument, the study material includes a guide for the collaborating teacher, intended to instruct her on implementing the generative learning model. This guide encompasses lesson preparation plans, diverse activities, and student worksheets. The "Ibrahim's Motivation Towards Learning Science" (2019) scale was also employed in this study. The scale comprises 35 phrases categorized into six dimensions, demonstrating a reliability coefficient of 0.87. Rephrase of the study's tools and materials, they were subjected to evaluation by experienced and specialized experts. The study's findings revealed a statistically significant distinction, at a significance level of α≤0.05, between the average scores of the two study groups in the academic achievement test. Notably, the experimental group displayed superior performance. Similarly, a statistically significant variance was observed, at a significance level of α≤0.05, between the average scores of the two study groups in the motivation scale toward learning science, with the experimental group exhibiting greater motivation. The study recommends incorporating the generative learning model as a fundamental pedagogical approach. It also underscores the importance of optimizing classroom settings to facilitate the implementation of this model and stimulate students' motivation to learn science. Additionally, the study calls for further investigations into the effects of employing the generative learning model in conjunction with other variables .