The study was conducted to investigate the effectiveness of Earth and Life Science Innovative Supplementary Materials (ELSISM) in enhancing Grade 11 students cognitive engagement and academic performance in Earth and Life Science. The Descriptive Design on the Method of Research was applied towards enhancing and motivate the students was used in the study.  Survey Questionnaires, diagnostic test, summative test, and scores from the lessons in the developed Earth and Life Innovative Supplementary Materials were the tools used in the conduct of gathering data and information for the research. Descriptive Statistics were used to determine the significant effect and validity of the supplementary materials for students composed of 40 TVL-Grade 11 of the SHS students enrolled in Lowland Integrated National High School. The finding shows that level of Earth and Life Science Innovative supplementary materials components were very great extent among the respondents and show a high degree of quality in each of the assessed components. This mean that, the Earth and Life Science Innovative Supplementary Materials show a high degree of quality in every area assessed, which helps students learn and become more involved in the material. By incorporating the Earth and Life Science Innovative supplementary materials the results highlight how crucial additional resources are for encouraging different facets of students cognitive involvement. This implies that the students performed better after the utilization of the Earth and Life Science Innovative Supplementary Materials. Their level of students performance has significantly improved from low to very high. Lastly, the effect of Earth and Life Science Innovative supplementary materials on students cognitive engagement significant, by encouraging curiosity, active involvement, and teamwork, the usage of Earth and Life Science Innovative Supplementary Materials improves students cognitive engagement overall. On the basis of the foregoing findings, the following conclusion was drawn. As a result, the researcher concludes the rejection of the first hypothesis and comes to the conclusion that students academic performance differs significantly when they use the Earth and Life Science Innovative Supplementary Materials.  In comparison to students who were used the traditional education alone, there is a statistically significant difference in the cognitive engagement level of students who were used Earth and Life Science education supplemented with Earth and Life Science Innovative supplementary materials. As a result, thus rejecting the second null hypothesis. In conclusion, it showed that using Earth and Life Science Innovative Supplementary Materials improves students academic performance and cognitive engagement. These results proved how useful and important it is to include supplemental materials in Earth and Life Science curricula in order to improve student learning outcomes and engagement. Based on the conclusions made, it is recommended that policy makers use the insights gained from this study to shape educational policies that support student success. Include resource allocation, decision-making, and creating an environment that facilitates effective teaching and learning.

Cognitive engagement;

academic performance;

supplementary materials