This quasi-experimental study investigated the effects of indigenized learning tasks on the statistics performance of Grade 11 learners at Alimodian National High School during the School Year 2025-2026. Participants were match-paired into experimental and control groups of 30, with the experimental group utilizing indigenized learning tasks while the control group followed traditional methods over a six-week period. Data were gathered through a validated researcher-made test and analyzed using mean, standard deviation, and t-tests utilizing IBM SPSS Statistics (version 31) at a .05 alpha level. Results revealed that both groups initially exhibited "low" performance levels with no significant difference. However, while both improved to "moderate" levels post-intervention, the experimental group achieved a significantly higher mean gain than the control group. The study concludes that indigenized learning tasks are more effective than traditional methods for improving performance and motivation through culturally relevant content. It is recommended that teachers integrate diverse indigenized techniques alongside traditional methods, supported by school administrators through improved facilities and further research into refined teaching strategies.