In this study, a mixed method was employed to investigate how effectively the implementation of mixed-mode assessment may help increase students’ success in taking their math test at Linga National High School in Pila, Laguna. An explanatory sequential mixedmethod was employed as the design for this research since both qualitative and quantitative approaches to data gathering were included for this kind of study on student performance and perceptions. Two Grade 9 classes (sections) with very similar pre-test MPS scores were selected through purposeful sampling. The control group (section A) was tested using traditional testing procedures, and the experimental group (section B) was tested using mixed-mode assessments; section B's tests included both authentic and non-authentic tasks. The quantitative results were examined using means, standard deviations, and independent-sample t-tests. The qualitative findings from the focus-group discussions were also analyzed using thematic analysis. Results indicated that both groups had comparable performance in the pre-assessment, with mean scores of 8.76 (MPS 29.29) for the traditional group and 9.24 (MPS 30.79) for the experimental group, suggesting a similar baseline understanding of Mathematics concepts. Following the intervention, the posttest mean for the traditional group was 17.49 with a standard deviation of 3.68 and the posttest mean for the mixed-mode group was 21.18 with a standard deviation of 3.51 Thus, the experimental group demonstrated an improvement in their performance. A statistical comparison of the means indicated a statistically significant difference at a p value <0.05 between the two groups, which provided support to reject the null hypothesis that there would be statistical differences in performance. Student evaluations indicated that the mixed-mode assessment was reliable, of high quality and valid. Therefore, the students felt the assessment method was appropriate, meaningful and relevant to their learning goals. Also, through a thematic analysis of students' reflections, it was determined that the use of mixed-mode assessment positively affected students' levels of engagement, motivation, conceptual understanding and confidence. Therefore, the conclusion is that the mixed-mode assessment strategy was more effective than the traditional assessment strategy in promoting both student engagement and student performance in Mathematics 9. Based on these findings, recommendations include the implementation of mixed-mode assessment strategies into similar contexts, the inclusion of authentic tasks into traditional assessment methods, and teacher professional development regarding the implementation of mixed mode assessment.