Mathematics is a fundamental subject that develops students’ logical thinking and problem-solving skills. This quasi-experimental study investigated the effectiveness of dyadic grouping as an instructional strategy for improving Grade 8 students’ performance in mathematics at Bannawag Integrated School (SY 2025–2026). The study compared dyadic grouping combined with lecture and the traditional lecture method using a pretest–posttest non-equivalent control group design. Results indicated that both groups improved, but the group exposed to dyadic grouping showed greater gains in solving linear equations. Effect size analysis revealed a large effect for the dyadic grouping strategy. In conclusion, dyadic grouping positively and significantly influences students’ performance in solving linear equations. The study recommends integrating dyadic grouping into regular classroom instruction, providing support for its implementation, and conducting further research across different mathematical topics and grade levels.