This study investigates the effectiveness of mobile applications in enhancing secondary school students’ understanding of algebra in Katsina State, Nigeria. Despite the increasing integration of technology in education globally, many Nigerian classrooms still rely heavily on traditional, teacher-centered methods, especially in mathematics instruction. Algebra, a core component of the mathematics curriculum, poses considerable challenges for students due to its abstract nature. With the growing accessibility of mobile devices in Northern Nigeria, this study explores how educational apps can serve as innovative tools to support conceptual understanding and improve academic performance. Adopting a quasiexperimental design, the study involved JSS 2 students from selected public secondary schools in Katsina State. Participants were divided into experimental and control groups. The experimental group received instruction supplemented with mobile apps such as GeoGebra and Photomath, while the control group was taught using conventional methods. Data were collected through pretests, post-tests, and student attitude questionnaires. Statistical analysis, including paired and independent samples t-tests, was employed to evaluate the impact of the intervention. Findings revealed that students exposed to mobile apps showed significantly greater improvement in their understanding of algebraic concepts compared to those in the control group. Additionally, learners expressed positive attitudes toward the use of mobile technology in learning mathematics. The study concludes that mobile apps can be effective pedagogical tools for enhancing mathematics instruction in resource-constrained contexts and recommends their integration into classroom practices across Katsina State and similar settings