INFLUENCE OF INTROSTAT ON THE MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

This study explored the influence of the IntroStat mobile application on the mathematics performance of Senior High School students,specificallyinStatistics and Probability. The research employed a quasi-experimental design, utilizing pretest and posttest assessments to evaluate the effectiveness of the IntroStat approach in enhancing student learning. The study focused on three Grade 11 groups (HUMSS, GAS1, and GAS2) from Ferrol National HighSchool.The results from the pretest revealed disparities in students' baseline knowledge. HUMSS students exhibited the highest initial performance, while GAS1 and GAS2 groups had lower starting scores. These differences highlighted students' varying levels of preparedness before being exposed to the IntroStat teaching approach. Despite these initial differences, all groups showed improvement following the intervention.Upon analyzing the posttest scores, the Kruskal-Wallis test revealed no significant differences between the groups, indicating that the IntroStat approach had a similar positive effect across the academic strands. The Wilcoxon Signed- Rank Test further confirmed that each group experienced significant improvements,demonstrating the effectiveness of the intervention.The instrument used in the study had an acceptablereliabilitylevel,with a Cronbach'sAlphavalue of 0.728, ensuring the validity of theresults.The study concluded that integrating technology, particularly the IntroStat mobile application, improved students' understanding of introductory statistics. It was recommended that diagnosticassessments be developed to identify individual learning needs, that formative assessments be incorporated throughout the teaching process, and that teachers receive professional development in technology integration to ensure continued improvement in studentoutcomes.Based on these findings, future research should focus on evaluating the long term impacts of technology based teaching methods and further explore their effectiveness in diverse educational contexts. The study suggested that technology integration in mathematics education can lead tosignificant improvements in student performance, provided that it is implemented thoughtfully and effectively.