This quasi-experimental study aimed to determine the effects of using Technology-Enhanced Instruction to students’ performance in mathematics. The study used the Matching only Pretest-Posttest Control Group Design. The participants of this study were 60 Grade 8 students of one of the High Schools here in Iloilo. Thirty students were exposed to Technology-Enhanced Instruction and 30 students were exposed to Lecture Discussion. Data were gathered using the Mathematics Performance Test made by the researchers with Cronbach’s alpha coefficient of reliability equal to 0.71. The Mathematics Performance Test made by the researchers were used for the pretest and posttest. Using the mean, standard deviation and t-test, it was found out that students who were exposed to Lecture Discussion before the intervention were found to have higher results in Mathematics Performance Test than Technology-Enhanced Instruction. After the intervention, both groups increased in their results, with the same mean of 65%. Furthermore, students who were exposed to Technology-Enhanced Instruction were found to have increased higher than those who were exposed to Mathematics Performance Tests. The significant test showed that there were significant differences in the Student’s Performance before they were exposed to Technology-Enhanced Instruction and Lecture Discussion, although there was no significant difference in the Student’s Performance after they were exposed to Technology-Enhanced Instruction and Lecture Discussion. There was a significant difference in the mean gain of the student’s performance who were exposed to Technology-Assisted Instruction and Lecture Discussion. The findings showed that student’s performance in Technology-Enhanced Instruction at first is low, but after the intervention, they had increased in their average.