This research aimed to improve the performance of grade 11 students in Statistics and Probability through the use of a module that is contextualized and localized. Experimental method of research was used with two sections of 30 students each in grade 11 students from Tandang Sora Integrated School as participants to the study as non- modular and modular groups. The module consists of two chapters of Statistics and Probability for grade 11 students. This module was based on the curriculum guide provided by the Department of Education. The modular group used the modular instruction while the non-modular group used the non-modular instruction. Teacher-made and expert- validated pre-test and post-test were used as instruments of the study, In testing the significant difference between the pre-test results and post-test results of the non-modular and modular groups, t-test for independent samples was used while t-test for dependent samples was used in testing the significant difference between the pre-test and post - test result of the two groups. Learning gains was used to identify the improvement in performance of the students. To test its significant difference t-test for independent samples was used. Analysis of the results as well as the result in learning gains scores showed strong statistical support for the hypothesis that the use of a contextualized teaching material for statistics and probability leads to significant gains in the students' performance. The students scored much higher on average in the post-test after undergoing instruction using the module than when using the non-modular instruction. The researcher recommended the use of contextualized and localized modules in the teaching of Statistics and Probability and other subject areas where it can be applied.