Abstract
This research focused on the effectiveness of personalized brochures as teaching materials for elementary statistics. The study used a quasi-experimental, one-group pretest-posttest design with a sample of thirty mathematics Bachelor of Secondary Education (BSEd) students of Cotabato State University. Descriptive statistics, specifically the mean, were used to describe students' performance while a paired-samples t-test was employed to test the differences in students' performance from the pretest to the posttest. The pretest was an average of 17.90, indicating basic understanding of the statistical terms. Posttest was an average of 26.23, indicating a very strong knowledge of statistical terms. An increase in the student's score could possibly indicate that using a personalized brochure improves learning. Paired-samples t-test also indicates that there is a significant increase in the mean score from pretest to posttest (p<.05). Since there is no control group there can be no causal relationship identified between the personalization of the brochures and the increase. The improvement could be attributed to other factors including the testing effect or maturation. However, the results indicate that personalized brochures hold potential as instructional materials to support learning of elementary statistics. The research adds to the scant evidence of the use of personalized instructional materials and suggests their potential use in the design of instruction.