The conceptualization and localization of teaching support material is sought for a

quick solution to alleviate the present condition. However, emphasis has been
geared towards the effectiveness of teaching support materials in improving
students' performance in Mathematics. Thus, the study is conducted to measure its
effectiveness when used as a teaching method.
The study utilized a pretest-posttest experimental research design, the test
questionnaires used in the conduct of quizzes in the standardized test were based
on the K to 12 Curriculum Content and Standards of the second quarter. The test
questionnaires were validated and checked according to the contents of the
curriculum standards. Using the simple random sampling, the experimental had thirty
respondents and in the control with thirty respondents.
The findings of the study revealed that the mean scores gained was students from
the two teaching methods has significantly differ with an F-value of 6.976 and a p-
value of 0.011 (p- value less than 0.05). Hence, the performance of the students
who were taught in the experimental group using the support materials is better
than those students in the control group who were taught without the use of support
materials. With the f-value of 6.326 and a p= 0.017 (p less than0.05), the
Experimental-Lower treatment was significantly different from other treatments
which are Experimental-Upper, Control-Upper and Control-Lower with p-values of
0.002, 0.001 and 0.007, respectively. There is no significant difference in the
retention scores of the students between the two teaching methods with an f-value
of 1.611 and p=0.209 (p greater than 0.05).
It is part of the recommendation of the study to conduct the study focusing on
other areas of mathematics at different age and gender groups. The study was
conducted in the second quarter of the school year 2018-2019.