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This study determined the effect of Technology-Enhanced Supplemental Instructional Method (TESIM) on students’ academic performance in selected physics concepts using a mixed-method approach. A quasi-experimental pretest–posttest control group design constituted the quantitative strand, while qualitative data were generated through semi-structured interviews. Using purposive sampling, 127 Senior Secondary School Two (SS2) physics students were employed for the study from two co-educational public schools in Ijebu-Ode Local Government Area of Ogun State, Nigeria. The experimental group (n = 61) received instruction using TESIM while the control group (n = 66) was taught using the conventional teaching method. Results revealed that students in the TESIM group recorded a significantly higher posttest mean score (M = 74.26, SD = 8.12) than those in the CTM group (M = 57.32, SD = 7.84). Gender disaggregation further revealed comparable performance for males (M = 75.18) and females (M = 73.12) in the experimental group, suggesting gender neutrality in TESIM effectiveness. ANCOVA confirmed a significant main effect of instructional method, F(1,124) = 38.62, p < .001, partial η² = .236, while the interaction effect with gender was non-significant, F(1, 122) = 0.48, p = .489, partial η² = .004. The study concludes that TESIM enhances physics achievement and promotes inclusive participation.