Physics remains a challenge in the Philippine education system, where students consistently underperform in both national and international assessments. Even with the demonstrated promise of the scaffolding technique as an instructional strategy, limited research has examined how students’ perceptions of teachers' use of scaffolding relate to their academic performance in Physics, particularly in senior high school. This study utilized a descriptive-correlational design to investigate the relationship between Grade 12 STEM students’ perceived use of scaffolding techniques by their Physics teacher and their academic performance in General Physics 2. Anchored in Vygotsky’s Sociocultural Theory, a researcher-made, content-validated survey questionnaire measured four scaffolding dimensions: teacher guidance, questioning, feedback, and gradual release. The instrument was validated by three Science Education experts and pilot-tested on 30 students. A total of 66 Grade 12 STEM students from one of the public schools in Tacloban City were included via total sampling. Results showed that students perceived their teacher as consistently applying scaffolding, with teacher guidance rated highest (M = 4.74) and gradual release as the lowest (M = 4.13). Students' mean GWA was Very Satisfactory (M = 89.9). Among all the dimensions, only feedback demonstrated a statistically significant positive correlation with academic performance (ρ = 0.427, p <.001). These findings highlight the importance of constructive and timely feedback in students’ performance in Physics. Teachers, curriculum planners, and school administrators may use these results to strengthen feedback-oriented teaching practices. This study contributes to the literature on scaffolding in the Philippine senior high school education system.