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The study determined the “Effects of Bransford-Stein Instruction Strategy on Students’ Achievement in Algebraic Word Problems among Upper Basic II in Jigawa State, Nigeria”. The study adopted a Quasi-Experimental Design with emphasis on Pretest and Posttest Control Group. The population of 4,412 (2,518 male and 1,894 female) students were used for the study. The sample size of 153 (82 males and 71 females) students were used. Two research questions were asked and two Null Hypotheses were formulated. One instrument was used: Algebraic Achievement Test (AAT) with r= 0.79 reliability index. Descriptive statistics of mean and standard deviation was used to answer the research questions, while inferential statistics of ANCOVA was used to test the hypotheses at 0.05 level of significant. The findings of the study revealed that the exposure of students’ to Bransford-Stein instructional strategy enhanced students’ achievement towards algebraic word problem and there is no gender difference in students’ achievement towards algebraic word problem when they are taught using Bransford-Stein instructional strategy. It was however, recommended among others that Mathematics teachers should be encouraged to adopt Bransford-Stein instructional strategy in teaching word problems in mathematics; Pre-service teachers should be trained through workshops on how to use Bransford-Stein strategy to teach mathematical word problem; Mathematics curriculum developers should incorporate Bransford-Stein instructional strategy in the curriculum, in training and teaching of algebraic word problem at the Upper Basic level. This could be done by breaking down the content of the topics into stages as stated by the model.