This research focused on enhancing of cognitive engagement and performance of Science 7 learners through think solve pair share strategy in an online modality. This study used the descriptive method research of design. The descriptive method was used to determine the effect of Think-Solve-Pair-Share in the enhancement of cognitive engagement and performance of Science 7 learners. In this study, the respondents consist of Grade 7 students from Sta. Catalina National High School Extension. To get the desired sample, the researcher subjectively selected Grade 7 students from the same school who are under online distance learning approach. Moreover, the instrument used in the study is a survey questionnaire-checklist and data obtained from the questionnaire-checklist were then treated with statistical tools such as frequency, percentage, arithmetic mean, standard deviation and t test. Based on the data, it is shown that there is a significant difference between learners’ pre-test and post-test at 0.05 level of significance. It shows that the null hypothesis stating that “There is no significant difference between learners’ pre-test and post-test” is rejected, it can infer that there is “significant” difference between them. This implies a significantly better performance in the post test since there is an increase from pre-test to post test result. This also indicates that there is an improvement when the think solve pair share was utilized in teaching science. Based on the drawn conclusions resulted to the following recommendations: It may be recommended that the effort to create change through this conceptualization of student engagement should be especially targeted toward new and experienced sheltered instruction teachers. It is these professionals who in many schools are charged with helping struggling learners. A realization that despite the complexity and difficulty of academic content, students need to be meaningfully engaged in it. A new commitment to the idea that teachers such as the Think-Solve-pair-Share must do what it takes to ensure that children are cognitively engaged; and A strong desire for sustained support from their schools to help them meet the challenge of teaching learner adolescents who often have been disengaged and ill prepared.