Abstract This study examined the effectiveness of the 7E’s and Peer Tutoring Instructional Modules in addressing students’ misconceptions and thinking among Senior Secondary School students in Sokoto State, Nigeria. A quasi-experimental design with pretest-posttest non-randomized control group was adopted, involving 378 students selected through stratified random sampling across four educational zones. Three groups were used: Experimental Group 1 (7E’s Model), Experimental Group 2 (Peer Tutoring), and the Control Group (Demonstration Method). The instructional modules, developed using the ADDIE model, were implemented over six weeks. Data were collected using the Students’ Algebraic Thinking Test (reliability = 0.83) and the 5-Tier Students’ Algebraic Processes Misconception Test (reliability = 0.92). Descriptive statistics and Kruskal-Wallis test at 0.05 significance level were used for analysis. Findings revealed that while all groups initially demonstrated low algebraic thinking, posttest results showed significant improvement in the 7E’s group, which recorded the highest mean rank (247.44). Peer Tutoring showed moderate effectiveness (159.44), while the Demonstration Method was least effective (129.95). The study concludes that the 7E’s Model is most effective in reducing misconceptions and improving algebraic reasoning, and recommends its adoption in secondary schools