Denis A Tan

The study examined the effectiveness of dyad cooperative learning strategy (DCLS) in teaching Grade 9 Mathematics on students’ academic performance and attitude towards Mathematics of Old Damulog National High School (ODNHS) for the School Year 2017-2018. Specifically, the study sought to: (1) ascertain the level of students’ performance in Mathematics who are exposed to DCLS and those who are exposed to non-DCLS; (2) describe the attitude towards Mathematics of students who are exposed to DCLS and those exposed to non-DCLS; (3) compare the performance of students who are exposed to DCLS and those exposed to nonDCLS; (4) determine the significant difference between the attitude of students towards Mathematics who are exposed to DCLS and those exposed to non-DCLS. The study found out that students exposed to DCLS have significantly higher performance as to those exposed to non-DCLS in terms of posttest and retention test scores. No significant difference was found in the attitude of ...

This study investigated the effects of social media to the academic performance and well-being of Grade 10 students in Central Mindanao University Laboratory High School. The study aimed to know the advantages and disadvantages of using social media and on how and why does it affect the students' and academic performance and well-being. Explanatory case study design was utilized in the study. A questionnaire adapted from Portsmouth University and a semi-structured interview protocol was used for collecting data. Participants are purposively selected based on their exposure to social media, academic performance, and well-being. Qualitative analysis indicated that the use of social media is of advantage to students because it enhances communication, gives information, offers entertainment, and provides safety. However, it is disadvantageous since it stimulates isolation/lack of physical interaction, increases probability of misdeeds, decreases motivation and focus, contains toxic side, and may spread misinformation. Social media affects students' academic performance and well-being in many ways. It can decrease attention span, promote health deterioration, expand explanations on lessons, heighten stress, enhance proper communication and seeking assistance, encourage motivation and independence and trigger relationship and personal issues. These effects can be attributed to too much information and tasks, household responsibilities, lack of sleep, more screen time, lack of physical activities due to staying at home, access to unlimited information, procrastination, difficulties in learning, access to different media platforms, flexible schedule and more time in social media.

Tests are tools utilized by the teachers to evaluate their teaching and students’ learning to improve instruction, curriculum and consequently compute grades. This study hopes to develop reliable and valid teacher-made tests. Tests for Grade 10 Mathematics in the first and second grading periods were content and face validated by three (3) experts. The content validation was done via congruency with the objectives per topic indicated as well as the level of cognitive domain set for the item in the Table of Specifications (TOS) based on Bloom’s Taxonomy. Then, the tests underwent item analysis and distractor analysis utilizing the Item Analyzer software. Results indicated that the tests items were congruent with the set objectives and levels of cognitive domain. These tests have KR 20 of 0.82 and 0.85 for the first and second grading periodical examinations, respectively. These were of average level of difficulty and with reasonable items. The first 38 items were retained, 14 items were revised and 8 items were rejected. Distractor analysis showed the distractors to be changed while revising an item. Also, it indicated that the stem be improved when distractors were plausible. The tests were valid and reliable hence, measure actual performance of the students.

The conventional schoolroom scenario portrays the teaching-learning processes orchestrating in the four walls of the classroom. Flipped Classroom tries to do away with the traditional mode of lecture to a more dynamic classroom experience of the students where presentation of the contents are done outside the classroom utilizing instructional videos. This study determined the effectiveness of the Flipped Classroom in the mathematics performance and anxiety of the Grade 7 students of Central Mindanao University Laboratory High School. Specifically, it aimed to answer the questions on the mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation and few days after the experimentation; on the mathematics anxiety of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation; on the difference in mathematics performance of the students when exposed to Fl...

The study determined the mathematics anxiety and students’ academic achievement in a reciprocal learning environment. It sought to determine the level of achievement of students when exposed to reciprocal learning environment (RLE) and to those exposed to nonreciprocal learning environment (nonRLE) in terms of their pretest, posttest and retention test scores; describe the level of anxiety in mathematics when exposed to RLE and those exposed to nonRLE; identify the difference between the achievement of the students when exposed to RLE and to those exposed to nonRLE in terms of their posttest and retention test scores; and lastly, compare the difference of the anxiety of students in mathematics when exposed to RLE and those exposed to nonRLE. The study utilized a quasiexperimental research design which was conducted at Magpet National High School, Poblacion, Magpet, North Cotabato. Students in Grade 8 were the research respondents of the study. The students who are exposed to RLE hav...

Mathematical problem solving is considered as one of the many endpoints in teaching Mathematics to students. This study looked into the performance in mathematics problem solving among fourth year students of Central Mindanao University Laboratory High School and their relationship with students’ attitudes towards Mathematics. The attitudes measured were Attitude towards success in Math, Mother’s mathematics attitude, Father’s mathematics attitude, Motivation, Usefulness of Math, Teacher’s mathematics attitude, Confidence in learning math, and mathematics anxiety. It also investigated the metacognitive processes of students considering varying levels of their mathematics anxiety. It used the responses of 127 students. Of the 127, (nine) 9 were selected according to their mathematics anxiety levels to determine and compare their metacognitive processes. Results showed that students consider Mathematics as useful and they have a positive attitude towards success in Mathematics. The st...

This study investigated the effects of metacognitiv e scaffolding on the mathematics performance of grade VI pupils in a cooperative learning enviro nment. It involved the grade VI pupils of St. John’s School. It made used the pretest-posttest qu asi-experimental research design. The instruments utilized were mathematics achievement t st and interview protocol. Percentages, means, t-test for paired samples and analysis for c ovariance (ANCOVA) were used. Findings revealed that: the number of male pupils was almost equal to the number of females; their mathematical ability ranged from poor to excellent; the mathematical ability in the Cooperative Learning (CL) only and Cooperative Learning with Me tacognitive Scaffolding (CL with MS) group varied considerably; performance of the pupil s significantly increased; mean scores in each group showed significant difference; and the c omparison of the mathematics performance of pupils when grouped according to mathematical ab ility showed si...

The study investigated the conceptual understanding, attitude and performance in mathematics of grade 7 students. This study sought to; describe the students’ demographic profile, in terms of gender, family income and parent’s educational attainment; determine their level of performance in mathematics; ascertain the level of students’ conceptual understanding in mathematics; describe students’ attitude towards mathematics; correlate the students’ performance in mathematics to students’ demographic profile, conceptual understanding, and attitude; and identify which of the variables singly or in combination best predict performance in mathematics. There were 225 grade 7 students in six participant – catholic schools in Valencia City. These schools were all member of Bukidnon Association on Catholic Schools (BUACS). The instruments used were teacher-researcher made test on conceptual understanding in mathematics with two sub-topics, the skills transferring knowledge, and the complete u...

This study inspected the effectiveness of CPA approach to Grade 8 students of Bukidnon National High School in terms of students’ attitude and performance. Specifically it aimed to a.) describe the attitude of the students when exposed to CPA approach and to those exposed to non-CPA approach before and after the intervention in terms of: attitudes toward success in math, Math anxiety, motivation, usefulness of Math and confidence in learning math, b.) compare the level of performance in Mathematics of the students once exposed to CPA approach and those exposed to non-CPA approach in terms of: pre-test scores, post-test scores and retention test scores, c.) differentiate the students’ attitude as exposed to CPA approach and those exposed to non-CPA approach, and d.) ascertain the significant difference between the performance of the students exposed to CPA approach and those exposed to non-CPA approach in terms of: post-test scores and retention test scores. A quasi-experimental rese...

A research investigation was conducted to find out the effect of blended learning approach on students’ academic achievement and practical skills in science laboratories. Specifically, it aimed to: determine the level of academic achievement of students as exposed to blended learning approach and to those exposed to non-blended learning approach; ascertain the practical skills of students exhibited when exposed to blended learning approach and to those exposed to non-blended learning approach in terms of: questioning, designing, communicating, recording, analyzing, and interpreting; compare the academic achievement of students toward science laboratories when exposed to blended learning approach and non-blended learning approach; and differentiate the practical skills exhibited by students toward science laboratories when exposed to blended learning approach and non-blended learning approach. The study utilized the quasi-experimental design to determine the students’ academic achiev...

This study investigated the motives, attitude and performance of teacher education students of Central Mindanao University. It aimed to determine the respondent’s profile, their motives underlying the choice of teaching profession, their level of attitude towards teaching as a profession and toward the role of a teacher, their level of performance in general education, professional education, and major courses and identify the predictors of their performance. A structured questionnaire was used to gather the necessary data from the randomly selected two hundred ten (210) respondents form second to fourth year level. Data showed that students CMUCAT rating ranges from 81-100 which indicates high performance in the entrance test. Moreover revealed that majority of the students were children of families with low income but were intrinsically motivated in pursuing teacher education degree and have positive attitude towards teaching as a profession and as their future career. Step regres...

Several factors affect the performance of students. This investigation was conducted to find out the predictors of performance among students in the Central Mindanao University Laboratory High School (CMULHS). Results showed that CMULHS students performed well in English, Mathematics and Science in their elementary years. Their parents were actively involved in their children's school activities. They have slightly positive attitude towards schooling, fairly good study habits, highly motivated to study, and attributed their achievement for their efforts. Almost one-third of the students were not qualifiers of the University Laboratory High School Admission Test (ULHSAT). The proportion was an offshoot of the Board of Regents Resolution approving the admission of children of employees of the university. All variables included in this investigation were positive correlates of students' performance except for gender. The relationship ranged from weak positive to moderately high...

The study assessed the mathematics performance and self-efficacy of Grade 9 students in a Gradual Release of Responsibility Instructional Model (GRRIM) at Central Mindanao University Laboratory High School (CMULHS). It aimed to a) ascertain the performance level of students exposed to GRRIM and those exposed to non-GRRIM in terms of pretest, posttest, and retention test; b) determine the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal; c) compare the performance of students exposed to GRRIM and those exposed to non-GRRIM in terms of posttest and retention test; d) find the significant difference in the self-efficacy level of the students exposed to GRRIM and those exposed to non-GRRIM in terms of mastery experiences, vicarious experiences, verbal-social persuasion, and physiological and emotional arousal. This study used the qu...

Instructional materials (IMs) hold some constitutive edge that make them peculiar in teaching. For one thing, they give the teacher with interesting and satisfying platforms for providing information since they motivate students to want to learn more and more. With this, an investigation was conducted to determine the effectiveness of the materials developed in General Mathematics and High School Statistics. A pretest-posttest research design was implemented in all classes in Grade 7 General Mathematics and third year High School Statistics. Results revealed that the respondents had low performance in General Mathematics and High School Statistics before the conduct of the study. However, their performances increased to average after the treatment period. The students had varying levels of attitude before and after the conduct of the investigation. Their attitude ranged from moderately positive to positive. The t-test for difference resulted a significant increase in the performance...

This study investigated the effects of social media to the academic performance and well-being of Grade 10 students in Central Mindanao University Laboratory High School. The study aimed to know the advantages and disadvantages of using social media and on how and why does it affect the students' and academic performance and well-being. Explanatory case study design was utilized in the study. A questionnaire adapted from Portsmouth University and a semi-structured interview protocol was used for collecting data. Participants are purposively selected based on their exposure to social media, academic performance, and well-being. Qualitative analysis indicated that the use of social media is of advantage to students because it enhances communication, gives information, offers entertainment, and provides safety. However, it is disadvantageous since it stimulates isolation/lack of physical interaction, increases probability of misdeeds, decreases motivation and focus, contains toxic side, and may spread misinformation. Social media affects students' academic performance and well-being in many ways. It can decrease attention span, promote health deterioration, expand explanations on lessons, heighten stress, enhance proper communication and seeking assistance, encourage motivation and independence and trigger relationship and personal issues. These effects can be attributed to too much information and tasks, household responsibilities, lack of sleep, more screen time, lack of physical activities due to staying at home, access to unlimited information, procrastination, difficulties in learning, access to different media platforms, flexible schedule and more time in social media.

A research investigation was conducted to find out the effect of blended learning approach on students’ academic achievement and practical skills in science laboratories. Specifically, it aimed to: determine the level of academic achievement of students as exposed to blended learning approach and to those exposed to non-blended learning approach; ascertain the practical skills of students exhibited when exposed to blended learning approach and to those exposed to non-blended learning approach in terms of: questioning, designing, communicating, recording, analyzing, and interpreting; compare the academic achievement of students toward science laboratories when exposed to blended learning approach and non-blended learning approach; and differentiate the practical skills exhibited by students toward science laboratories when exposed to blended learning approach and non-blended learning approach. The study utilized the quasi-experimental design to determine the students’ academic achievement and practical skills in science laboratories through blended learning approach. Two intact classes such as third section class exposed to blended learning approach and second section class exposed to non-blended learning approach were administered with a developed teacher-made test questions and adapted questionnaires on practical skills inventory. Descriptive statistics such as mean and percentages, and analysis of covariance were also used. Results showed that those students exposed to blended learning improved their academic achievement from pre-test to posttest and leveled-up their scores with those students non-exposed to blended learning. The practical skills manifested by students were interpreting, communicating, designing, recording, analyzing, and questioning. Further results showed no significant difference existed between academic achievement of students exposed to blended learning approach and to those exposed to non-blended learning approach, both improved their performances, thus failed to reject the stated null hypothesis. There is significant difference in the practical skills manifested between those students exposed to blended learning approach and those non-exposed to blended learning approach, thus rejecting the stated null hypothesis.

Teachers often complain that students show a negative attitude on their participation in class. They oftentimes go to school unprepared for the lessons, they showed passive attitude towards activities in the classroom, and their awareness on their own learning process is very limited. Thus, this study examined the effect of assignment on the performance of the grade 11 students. The study adopted a quasi-experimental research design. Homework assignments were used in the study to determine if there is a significant difference between two groups namely, the with-assignment group with 57 students and without-assignment with 58 students. In addition, significant difference on the performance of the student when grouped according to gender was analyzed. Mean, standard deviation, t-test for independence and ANCOVA were used in the study. Results revealed that there is no significant difference on the performance of students for both with assignment and without assignment group. Findings also showed that there was no statistical significant difference in the mean achievement of male and female students exposed to with assignment.

Homework or assignment is widely known as an educational activity, which primary purpose is to help the students improve their performances however some studies showed that assignment has a negative impact on students’ social lives and more assignment increases stress level and physical problems. In the Philippines, a “No Homework Policy” during weekends for all student levels was issued by President Rodrigo R. Duterte. This study explores the possible effect of having and not having assignments on weekends on the transmuted mean scores and performance of high school students. The study was conducted at Central Mindanao University Laboratory High School (CMULHS), in Maramag, Bukidnon using two sections of Grade 11
students. The data was treated using the descriptive statistics. ANCOVA was used to determine if a significant difference exist. Result of the study reveals that class with assignments had a higher transmuted mean scores as compared to those without assignments. An increased
performance from midterm to final term was noted in the with assignment group however, there is no significant difference in the performance of the students with and without assignments.

The quantitative study was undertaken to examine the teachers’ self-efficacy beliefs in Mathematics in all levels of education in Bukidnon, Philippines. A Mathematics Self-Efficacy Beliefs Questionnaire developed by Benjamin (2003) and Bandura (1994) on a five Likert scale was adopted. Before the use of the questionnaire, it was tried out to thirty (30) Mathematics Teachers not included in the study. The questionnaire was found valid and reliable with alpha reliability coefficient of 0.75 which indicates the instrument is reliable. The instrument was administered to 160 Mathematics teachers from the elementary, secondary, and tertiary levels. Their responses were analyzed using factor analytic method. A principal factor with iteration was employed. Likewise, varimax rotation method was also used.
Results of the study show five factors with eigenvalues greater than one emerged from the factor analysis of the Mathematics teacher’s response to the self-efficacy beliefs scale. These factors will inform the administrators on the teacher quality and effectiveness/self-efficacy in Mathematics teaching. Understanding the self-efficacy beliefs can be useful to teacher education programs in improving teaching effectiveness and beliefs of teachers in the educational system.

This study investigated the effects of metacognitive scaffolding on the mathematics performance of grade VI pupils in a cooperative learning environment. It involved the grade VI pupils of St. John’s School. It made used the pretest-posttest quasi-experimental research design. The instruments utilized were mathematics achievement test and interview protocol. Percentages, means, t-test for paired samples and analysis for covariance (ANCOVA) were used. Findings revealed that: the number of male pupils was almost equal to the number of females; their mathematical ability ranged from poor to excellent; the mathematical ability in the Cooperative Learning (CL) only and Cooperative Learning with Metacognitive Scaffolding (CL with MS) group varied considerably; performance of the pupils significantly increased; mean scores in
each group showed significant difference; and the comparison of the mathematics performance of pupils when grouped according to mathematical ability showed significant difference but not
for gender. Pupils exposed to CL with MS performed better than those exposed to CL only. The use of metacognitive scaffolding helped the students to fully benefit from cooperative learning. The difficulties of pupils in Mathematics were as follows: understanding the concept, analyzing the problem, memory problems, math anxiety/attitude problem and lack of basic math skills.

This study investigated the effects of metacognitive scaffolding on the mathematics performance
of grade VI pupils in a cooperative learning environment. It involved the grade VI pupils of St.
John’s School. It made used the pretest-posttest quasi-experimental research design. The
instruments utilized were mathematics achievement test and interview protocol. Percentages,
means, t-test for paired samples and analysis for covariance (ANCOVA) were used. Findings
revealed that: the number of male pupils was almost equal to the number of females; their
mathematical ability ranged from poor to excellent; the mathematical ability in the Cooperative
Learning (CL) only and Cooperative Learning with Metacognitive Scaffolding (CL with MS)
group varied considerably; performance of the pupils significantly increased; mean scores in
each group showed significant difference; and the comparison of the mathematics performance
of pupils when grouped according to mathematical ability showed significant difference but not
for gender. Pupils exposed to CL with MS performed better than those exposed to CL only. The
use of metacognitive scaffolding helped the students to fully benefit from cooperative learning.
The difficulties of pupils in Mathematics were as follows: understanding the concept, analyzing
the problem, memory problems, math anxiety/attitude problem and lack of basic math skills.

This study aimed to determine the pre-service teachers’ conception of the nature of
Mathematics as a subject and their instructional practices. It employed observation of
classes and interview. Results revealed that participants had different conceptions of the
nature of Mathematics and its teaching. Most participants view mathematics as problemsolving
but tend to present the subject using traditional lecture method. Others also used
lecture-discussion, group activity, and peer tutoring on a specific topic for the day but
of limited occurrence. Some participants claimed that Mathematics and its teaching is
enjoyable and challenging yet, in their classes, these were not manifested. Propositional
and procedural knowledge of student-teachers were found to have a significant contribution
to their classroom practices. Participants’ views and instructional practices were found to
be inconsistent.

Mathematical problem solving is considered as one of the many endpoints in teaching Mathematics to students. This study looked into the performance in mathematics problem solving among fourth year students of Central Mindanao University Laboratory High School and their relationship with students’ attitudes towards Mathematics. The attitudes measured were Attitude towards success in Math, Mother’s mathematics attitude, Father’s mathematics attitude, Motivation, Usefulness of Math, Teacher’s mathematics attitude, Confidence in learning math, and mathematics anxiety. It also investigated the metacognitive processes of students considering varying levels of their mathematics anxiety. It used the responses of 127 students. Of the 127, (nine) 9 were selected according to their mathematics anxiety levels to determine and compare their metacognitive processes. Results showed that students consider Mathematics as useful and they have a positive attitude towards success in Mathematics. The students’ fathers, mothers, and teachers also have positive attitudes towards their mathematics learning. However, overall, the students’ performance in mathematics problem solving is considered poor. Among the eight (8) mathematics attitudes only confidence in learning Math and mathematics anxiety were correlated with performance in mathematics problem solving. Confidence in learning Math was positively correlated, while mathematics anxiety was negatively correlated with performance in mathematics problem solving. Students with high mathematics anxiety tend to confirm their solutions with their classmates. Students with moderate anxiety are test-anxious and those with low anxiety are distracted by external factors, but can readily shift their focus back to problem solving. The three (3) cases showed that students with low, moderate, and high mathematics anxiety employed mostly orientation and execution procedures. There were only few instances of verification and lesser instances of organization procedures. Self-questioning was the most observed metacognitive skill. Furthermore, students from the three (3) cases were unable to correctly answer two (2) problems, both of which are non-routine due to unfamiliarity and ‚experiential interference‛.

Numerous researches from abroad had been investigating the mathematical problem solving process among students, but little is done with regards to the mathematical problem solving heuristics among high school students in the Philippines. This paper is a portion of a grounded theory research conducted by the researcher. This article presents the portion in which case study design was utilized to find out the mathematical problem solving heuristics among Filipino high school students. Thirty participants representing different problem solving skills ranging from poor to good problem solvers were interviewed over a period of three months. Interviews were analyzed and mathematical problem solving heuristics were identified. Filipino senior high school students utilized the following heuristics when they solved mathematical problems: use of logic or common sense, look for a clue, use an equation, draw a picture, solve or recall similar
or equivalent problem, make a list, find a pattern, and make a table, make a diagram, use of mathematical expressions, use a model and use a representation. Other solution strategies used by the participants in the study were trial-and-error, guessing, guess-and-test, skip counting, use of the basic operations, use of adding techniques and recall and create formula. Participants in the study used the solution strategies as stand-alone or a combination of two or more strategies.

This quasi-experimental study was conducted to determine the effects of Mathematics
Communication Strategies (MCS) on the attitude and performance of the Grade 8 students of
Banisilan National High School, Banisilan, Cotabato, Philippines. Specifically, it aimed to
ascertain if there is a significant difference in the Mathematics performance of the students
when exposed to MCS and non-MCS in terms of post-test and retention test , assess if there is a
significant difference in students’ attitude when exposed MCS and to non-MCS. This study
revealed that students’ performance in the MCS group was significantly higher than that in the
Non-MCS group in terms of posttest and retention test. Both groups showed a moderately
positive attitude towards the subject before the intervention. After the intervention, the MCS
group showed a positive attitude towards the subject but the Non-MCS group showed a
moderately positive attitude. A significant difference in their attitudes towards Mathematics was
found in favor of the MCS group.

This research draws a theoretical framework that underpins the mathematical problems solving heuristics among Filipino high school students through an evolved grounded theory. The central construct that emerged was the students’ use of metacognitive skills in problem solving with five main processes that encompass an emerging substantive theory namely: understanding the problem through sense-making, organizing and constructing useful information from the problem; planning solution strategies by identifying, conjecturing and selecting strategies; executing the plan; checking the process and strategies undertaken; and reflecting and extending the problem.
This model suggests ways of facilitating the development of Filipino students’ problem solving heuristics.

This study inspected the effectiveness of CPA approach to Grade 8 students of Bukidnon National High School in terms of students’ attitude and performance. Specifically it aimed to a.) describe the attitude of the students when exposed to CPA approach and to those exposed to non-CPA approach before and after the intervention in terms of: attitudes toward success in math, Math anxiety, motivation, usefulness of Math and confidence in learning math, b.) compare the level of performance in Mathematics of the students once exposed to CPA approach and those exposed to non-CPA approach in terms of: pre-test scores, post-test scores and retention test scores, c.) differentiate the students’ attitude as exposed to CPA approach and those exposed to non-CPA approach, and d.) ascertain the significant difference between the performance of the students exposed to CPA approach and those exposed to non-CPA approach in terms of: post-test scores and retention test scores. A quasi-experimental research design was used in this study; it uses two sections of Bukidnon National High School. One is the experimental group and the other was the controlled group. These two (2) group undergone pre-test, post-test and retention test. The materials used to determine the achievement of the students is a teacher-made test. The material used for the attitude is Fennema-Sherman Mathematics Attitude Test. Descriptive statistics and ANCOVA were used for the analysis of the study. It was found out that the attitude of the students during the pre-test and post-test are positive. The level of performance of the two groups in the pre-test is below average level. During the post-test and retention test, the performance of students in non- CPA group is on average level and students in CPA group are on above average level. It was also found out that students have positive attitude towards success and usefulness of Math and undecided on their anxiety level, motivation level and on their confidence in learning Math during the pre-test. During the post-test, all components remain the same instead to the confidence in learning Math of CPA group of student wherein form neutral during the pre-test, it becomes positive during the post-test. The study also found out that the attitude of the students are comparable or has no significant difference. However, the performance in the post-test and retention test of CPA group of students is significantly higher than the performance of non-CPA group of students. This study would benefit the future researchers, mathematics educators, students and administrators and this will give them an idea about CPA approach.

The study examined the effectiveness of dyad cooperative learning strategy (DCLS) in teaching Grade 9 Mathematics on students’ academic performance and attitude towards Mathematics of Old Damulog National High School (ODNHS) for the School Year 2017-2018. Specifically, the study sought to: (1) ascertain the level of students’ performance in Mathematics who are exposed to DCLS and those who are exposed to non-DCLS; (2) describe the attitude towards Mathematics of students who are exposed to DCLS and those exposed to non-DCLS; (3) compare the performance of students who are exposed to DCLS and those exposed to non- DCLS; (4) determine the significant difference between the attitude of students towards Mathematics who are exposed to DCLS and those exposed to non-DCLS. The study found out that students exposed to DCLS have significantly higher performance as to those exposed to non-DCLS in terms of posttest and retention test scores. No significant difference was found in the attitude of students towards Mathematics in both groups, although the DCLS group had a higher attitude rating than the non-DCLS group.