Improving Academic Achievement of Students in Mathematics 10 through Contextualized Learning Worksheet

This study evaluated the effectiveness of contextualized learning worksheets in enhancing the performance of Grade 10 students in statistics at Esperanza Integrated School in Carmen, Surigao del Sur. A quasi-experimental design was employed, with groups assigned based on a verified variable to minimize selection bias (Shuttleworth, 2023). The study revealed the following key findings related to performance improvement, mathematical proficiency and teaching method comparison. A statistically significant difference was observed between pre-test and post-test mean scores for students taught using both conventional and experimental methods with the experimental approach demonstrating a greater impact, particularly for students with lower mathematical proficiency, particularly for students with lower mathematical proficiency. Furthermore, students’ initial mathematical levels significantly influenced their academic achievement with higher achieving students outperforming their peers, though notable improvements were observed across all proficiency levels. However, when analyzed independently of students’ mathematical levels, no significant difference was found between the conventional and experimental methods in terms of overall academic achievement. This suggests that while both methods contributed to performance improvement neither demonstrated a distinct advantage over the other. No significant interaction was found between the teaching method and students’ mathematical proficiency levels, indicating that the method’s impact on student achievement remained consistent across different proficiency levels. The findings highlight that students’ pre-existing mathematical proficiency plays a critical role in academic achievement, with higher achieving students performing better overall. While both teaching methods led to improvements, the experimental method had a more pronounced effect on students with lower mathematical proficiency. However, no significant interaction between teaching method and proficiency level was observed, suggesting that the effectiveness of the method did not vary considerably across different mathematical levels. The researcher calculated the mean scores and standard deviation by comparing the pre-test and post-test scores of students grouped according to their mathematical ability. The mean scores provided insight into the students’ academic progress under both teaching methods. Researcher used ANCOVA to determine whether a statistically significant difference existed between the mean scores of students in the lecture group and the experimental group. This analysis helped identify which teaching method more effectively improved students’ mathematical achievement. Moreover, the researcher applied a two-way ANOVA to examine the interaction effect between the teaching methods (lecture vs. experimental) and the students’ mathematical ability levels (low, average, and not numerate). This statistical test determined whether the teaching methods had different effects on student achievement depending on their mathematical ability.