This study investigates the effectiveness of various instructional strategies on students' mathematics performance. A quasi-experimental design was employed, involving a sample of 200 secondary school students divided into the five learning strategies. Data were collected through pre- and post-tests, and analyzed using descriptive and inferential statistics. The results indicate that meta-cognitive learning strategies significantly improved students' understanding. Education is a fundamental tool for personal development and national progress. In the context of secondary education, students’ academic performance largely depends on their ability to adopt effective learning strategies (Zimmerman, 2002). Learning strategies are techniques or acts that students use to facilitate the acquisition, retention, and application of knowledge (Pressley & Woloshyn, 1995). Recognizing and effectively applying these strategies can significantly influence students' academic outcomes (Schunk & DiBenedetto, 2020). In recent years, there has been increased concern about students’ academic performance in secondary schools across Nigeria, including Jalingo Metropolis. Several factors, such as motivation, socio-economic background, and teaching quality, have been identified as influences. However, research indicates that the awareness and utilization of effective learning strategies also play a crucial role in enhancing academic achievement (Aremu & Olaleye,and achievement in mathematics compared to other strategies. These findings suggest that implementing innovative instructional strategies, such as meta-cognitive learning strategies, can enhance learning outcomes. The study highlights the importance of adopting evidence-based approaches in educational practice to foster student success in mathematics.