Statistics is often perceived by students as abstract and complex, which leads to disengagement and poor comprehension. To address this challenge, the present study examined the effectiveness of the Teams-Games-Tournament (TGT) cooperative learning strategy in improving Grade 8 students’ performance in basic statistics at Nueva Ecija University of Science and Technology, Gabaldon Laboratory High School. TGT integrates teamwork, competitive games, and tournaments with the goal of enhancing students’ academic performance, engagement, and attitudes toward learning. A one-group pre-test-post-test quasi-experimental design and a descriptive correlational approach were employed, involving 37 purposively sampled Grade 8 students. Over six weeks, the students participated in TGT-based lessons, with data collected through pre-tests, post-tests, and engagement surveys. The results revealed a notable improvement in students' academic performance following the intervention. Student engagement was generally rated high, especially in activities involving collaborative learning, although relatively lower engagement was observed in inquiry-based tasks. Furthermore, a positive relationship was identified between student engagement and academic performance, emphasizing the importance of active participation in enhancing learning outcomes. The TGT effectively improves academic performance and engagement in basic statistics. However, individual variability in post-test results and lower engagement in inquiry suggest the need for strategies that foster questioning and equitable participation. This research contributes to pedagogical innovations, emphasizing statistical literacy as foundational for data-driven careers and higher-level analytical skills.