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Persistent difficulties in translating Physics concepts into systematic problem-solving steps continue to hinder junior high school learners' performance. This study examined the effectiveness of a photo-based, visually scaffolded study packet in improving Grade 9 students' understanding of force, motion, and energy. A quasi-experimental design was employed involving two comparable intact classes assigned to control and experimental conditions. Pretest analysis confirmed no statistically significant difference between groups, t(50) = 0.95, p = .35, indicating baseline equivalence. Following a four-week implementation of the instructional strategy, the experimental group demonstrated a significant improvement from pretest (M = 9.69, SD = 3.00) to posttest (M = 16.85, SD = 2.44), t(25) = −9.42, p < .001, with a very large effect size (Cohen's d = 2.62). The control group, in contrast, attained a posttest mean of 12.04 (SD = 2.85). Between-group comparison further revealed a statistically significant difference in posttest performance favoring the experimental group, t(50) = −6.53, p < .001, with a very large effect size (d = 1.81). Qualitative findings indicated that learners perceived the photo-based visuals, real-life contexts, and structured solution guides as instrumental in reducing abstraction and enhancing problem-solving confidence. Overall, the results demonstrate that contextualized, visually supported worksheets significantly improve conceptual understanding and problem-solving proficiency in Physics. The findings highlight the value of low-cost, teacher-developed instructional materials in strengthening science learning outcomes, particularly in resource-limited settings, and contribute to efforts aligned with Sustainable Development Goal 4 (Quality Education).