Mathematics is, undeniably, a fundamental skill that a learner should acquire and master. Its purposes, since the era when man learned to write his annals, cannot be overemphasized. As the constructivist theory of Jerome Bruner (1966) states, learners construct new ideas based upon their current or past undertakings. Hence, learners should explore independently the intricacies of the subject.
This study covered the performances of selected 34 college students in learning exponential-logarithmic equations. As revealed by the results: pre-test and post-test performances averaged differently; the null hypothesis of no significant difference between the two performances was rejected. The null hypothesis stating that the interventions used have equal influence to post-test results was accepted; the most predominant behavioral changes were determination, organization of thoughts, self-confidence, and humility; all interventions used were assessed to be effective. As concluded, a significant difference exists between the two performances and that the interventions have equal influence over the post-test performances.