cience is a discipline that demands higher-order thinking, conceptual understanding, and the ability to apply learned principles to real-world situations. As students progress to higher grade levels, they encounter increasingly abstract scientific concepts that often lead to learning gaps. This makes instructional support tools crucial in fostering understanding, strengthening retention, and improving student performance. This study investigated the instructional utility of Student Intervention Sheets (SIS) and their impact on the academic performance of Grade 9 students in science at a public secondary school in the Philippines. Utilizing a quasi-experimental one-group pretest–posttest design, the research involved Grade 9 learners during the 2025–2026 academic year. The SIS was evaluated across four dimensions: content relevance, instructional design, student engagement, and assessment mechanisms.Data gathered through a validated five-point Likert scale revealed that students perceived the SIS as highly acceptable across all evaluated dimensions. Analysis of academic performance showed a marked improvement after the implementation of the intervention. Statistical testing confirmed that the difference between the initial and final performance was significant. The findings suggest that the integration of scaffolded, contextualized, and learner-centered intervention materials effectively bridges learning gaps and promotes the mastery of complex scientific competencies. The study concludes that the SIS is a statistically significant driver of academic improvement, offering a scalable strategy for enhancing Science education in resource-constrained environments. Recommendations include the institutionalization of SIS development for least-mastered competencies and further research into digital-interactive versions of these intervention tools.