This research aimed at measuring the impacts of varied types of eye movements on students’ academic performance and decision-taking through electronic(computerized) test. Primary data were observed from 80 first-year high school students along with interviews conducted among three of their teachers. A mixed-method involving both qualitative and quantitative methods has been used. The tools used in the study were computerized eye-movement screening tools, chemistry questions, data collection sheets, and open-ended question sheet. The statistical analysis technique used was a t-test through SPSS software. The research design involved participation in the process of answering the chemistry questions in computers with adaptive eye-movement screening tool. The specific quantitative information was gathered in the data collection sheet. They were grouped based on their eye movements: Smooth Pursuit eye movements, Saccades, Vergence movements, and Vestibule-Ocular movements. A semi-structured interview was conducted among the teachers to find the difference in their academic performance and decision-making ability. It was found that saccades and smooth pursuit eye movements have greater positive effects in ensuring improved academic performance and related decision-making than the ones with vergence and vestibule-ocular movements