Strategies are crucial in the learning process. This is an important tool for teachers to use in order to make learning more efficient and effective. However, these strategies have been tested in the last two years due to a pandemic that has altered the school structure. Distance learning is now used for teaching, and the presence of technology is significant. This prompted the researcher to conduct this study with the goal of determining the efficacy of existing strategies in the New Normal System. This study determined the difference and effectiveness of the Mathematics Teaching Strategies in Statistics and Probability, School Year 2021-2022. It sought to answer the following questions: (1) what is the level of Mathematics Teaching Strategies in terms of cooperative learning, discovery learning and discovery learning; (2) what is the level of students? performance using Mathematics Teaching Strategy with regards to pre-test and post-test?; (3) Is there a significant difference before and after using the Mathematics Teaching Strategies in Statistics and Probability and (4) Do the Mathematics Teaching Strategies have significant effect to the Learner?s performance in Statistics and Probability? The study's research design was quasi-experimental. The MELC was used to identify the topics. Under online distance learning, the study has fifty (50) student-respondents. The majority of those who completed the questionnaire believed that the Mathematics Teaching Strategies of Cooperative Learning, Discovery Learning, and Problem-based Learning were helpful in classroom setup. As a result, Mathematics Teaching Strategies in terms of Cooperative Learning, Discovery Learning, and problem-based learning as a learning tool have improved their performance and provided the requisite knowledge and abilities in Statistics and Probability. Before adopting the Mathematics Teaching Strategies, the respondents' pre-test level with some of the topics in Statistics and Probability was average. The post-test level then rose to Above Average. This indicates that they have a deeper comprehension of concepts and theories than the minimum criteria and can apply their knowledge to solve more mathematical problems. It was also discovered that some of the pupils scored below average in Statistics and Probability. This suggests that, despite the lack of a traditional face-to-face classroom approach, students were able to follow the proper information provided, leading to correct responses. The findings revealed that the level of mathematics teaching strategy in terms of cooperative learning, discovery learning, and problem-based learning was noteworthy. Students' pretest performance was average, but their posttest performance was higher in terms. There is a significant difference between the pretest and post-test scores because the gained score increased after the mathematics teaching strategy was used. Except for problem-based learning, which has an impact on learner performance, the level of mathematics teaching strategy has no significant effect on students' academic performance.

Performance

Strategies

Cooperative learning

Discovery learning

Problem-based