Upgrading Mathematics Learning: Investigating the Result of Localized Worktext on Student Achievement

This study investigated the upshots of a localized worktext to the academic achievement of students in applied statistics. This was conducted at Saint Theresa College school during the academic year 2023-2024. The researcher used the quasi-experimental pre-test-post-test control group design method to determine the effectiveness of localized worktext strategy in teaching applied statistics on the academic achievement of students. In this design, two groups of students were involved: the experimental group and the control group. Two intact classes were utilized in the study. Thirty students were taught lessons in applied statistics using a Localized Worktext for the experimental group and another thirty students were taught using a traditional method for the controlled group. Pre-test and post-test were given to both groups, but the treatment (x) was only introduced to the experimental group which was the integration of localize worktext context. The study further examined how students who received instruction via a lecture approach and those who received instruction via a localized worktext fared in applied statistics. Students’ performance in applied statistics was also compared when they were divided into groups based on their mathematical proficiency levels and taught utilizing the two different teaching philosophies. It also looks at how the two methods interact to affect students’ performance when they are exposed to them and when they are categorized based on their mathematical proficiency. The posttest results analyzed the students’ achievement in select topic in applied statistics. The conduct of the study started by having the experimental and control group took the pre-test to find out the skills and concepts that they had learned as well as to establish the similarity of the groups in terms of Mathematics grades. The answers of the students were checked and recorded for a comparison of their scores in the post-test by the researcher the two- and One-Way analysis of Covariance (ANCOVA), means and standard deviation were the statistical tools used to analyze the data. Lecture method can be an effective teaching approach and enhances students’ capabilities in understanding lesson in applied statistics. Lecture method and the use of localized worktext as a teaching approach are effective for the different mathematical level of ability. The above and average students of both experimental and control groups perform better in applied statistics than those low achieving students in both experimental and control group. The p-value for the pre-test and post-test mean acquired scores in both processes was 0.000, which is less than the 0.05 level of significance. As a result, the null hypothesis was disproved by both methods. Results from the pre-test did not differ significantly between the two groups, but the results from the post-test did.