Mathematics is still considered one of the most challenging subjects for Grade 8 students, particularly in Algebra, where students show poor academic performance and low motivation levels. This study aimed to examine the effectiveness of the Mix, Match, Master intervention strategy in improving students’ Algebra performance and their motivation levels. Using quantitative, quasi-experimental research, Grade 8 participants from the intact classes of Magalang and Maaasahan at Cordon National High School during S.Y. 2025 – 2026 were assigned to traditional and intervention groups through purposive sampling. The data were gathered employing researcher-made test questionnaires (pretest and posttest) and a survey questionnaire (motivation levels), and analyzed using descriptive and inferential statistics. Findings revealed that a comparable level of motivation was observed in the experimental group before and after the intervention, but a significantly higher performance in Algebra was noted among them compared to the traditional group. Moreover, no significant relationship was established between motivation levels and academic achievements. It is evident from the findings that the Mix, Match, Master strategy is an effective instructional strategy in improving students’ Algebra skills. It is recommended that educators and future researchers investigate the application of other strategies in other subjects and classes to ascertain their generalization and impact on students’ learning.