The main objective of this study was to determine the effects of write-pair-share teaching approach on the algebraic expressions performance of engineering and computer science students. Using the pretest-posttest experimental design, 60 students were involved and divided into control and experimental groups. Each group had 30 respondents. The control group was taught using traditional approach while the experimental group was taught using the write-pair-share approach. The finding of the study revealed that there is a difference in the result in terms of algebraic expression performance. The control group had average level performance while the experimental group had a very good performance. However, during the posttest, the control group had a “very good” performance while the experimental group had an “excellent” performance. Results obtained by students during the quizzes/weekly test and posttest showed that there is a significant difference in student performance both in the control and experimental groups. The paired comparison between the quizzes and posttest scores of students in control group showed a significant difference in the students’ performance. It was also true to the paired comparison of the quizzes and posttest performance of students in the experimental group. With the aforementioned findings, students are encouraged to be aware of the teaching approach that could improve their intellectual capability and to take active role in their learning. Instructors should integrate these strategies in classroom instruction to improve the effectiveness of the teaching-learning process. Future researchers are also encouraged to undertake research of the same nature in order to obtain valid basis for generalization and conclusion.