This study aimed to compare the effects of contextual and traditional teaching methods on the General Mathematics performance of Grade 11 Electrical Installation and Maintenance (EIM) NC II students at Angelo L. Loyola Senior High School. Employing a quasi-experimental design, specifically a non-equivalent control group pre-test and post-test design, the research examined differences in performance between two groups: the experimental group taught using contextual teaching and the control group taught using traditional methods. A total of 34 students participated in the study, with pre-test and post-test assessments used to measure learning gains. The results revealed a significant difference in General Mathematics performance between the two teaching methods. The contextual teaching group exhibited greater improvement, with a mean score difference of 1.82 (p = 0.000), compared to the traditional teaching group, which showed a smaller improvement (mean difference of 0.47, p = 0.191). Statistical analysis, including the Two-Sample Independent T-Test and paired sample t-test, confirmed that contextual teaching was more effective in enhancing student performance. Based on these findings, the study recommends the adoption of contextual teaching strategies in General Mathematics education, along with professional development for educators to ensure effective implementation. Further research is also suggested to explore the long-term impacts and applicability of contextual teaching across various subjects and grade levels.