The study investigated the academic performance and motivation in Physics of Grade 9 students in Central Mindanao University Laboratory High School. It sought to: determine the level of academic performance in the pre-test, posttest, and retention test; assess the level of students' motivation when exposed to MCLE in relation to intrinsic motivation and personal relevance, grade motivation, self-efficacy and assessment anxiety, and self-determination; ascertain any significant difference on the level of student's academic performance in terms of pretest and post-test, and pretest and retention test; to find out any significant difference on the student's motivation between pre-survey (before exposure to MCLE) and post-survey (after exposure to MCLE). The study used a sequential explanatory mixed-method research design. Results showed that students' academic performance in pretest is very low, however, as they were exposed to MCLE, post-test and retention test results yielded high. MCLE has potentially increased students' academic performance. Among the motivational factor, students' self-efficacy was improved and their assessment anxiety was reduced as exposed to MCLE. However, motivational factors such as intrinsic motivation and personal relevance, grade motivation, and self-determination weren't improved as exposed to MCLE, but the mean interpretation remained at "highly motivated". In the same way, the overall mean of students' motivation slightly declined after the intervention but was recognized at the level of high motivation. There is a significant difference in the pretest-posttest and pretest-retention test. MCLE significantly increased students' academic performance from pretest to posttest and pretest to retention test. There is a significant difference in the overall motivation before and after the intervention of MCLE. Qualitative results revealed that students find MCLE as a good strategy to provide ease in learning Physics, however, students identified some external factors such as household-related tasks and intermittent internet connection as major distractions in a cybergogy learning environment.