The study investigated the influence of functional pedagogical strategies on students' mastery of algebraic concepts in public secondary schools in Akwa Ibom State, Nigeria. To achieve this purpose, three research objectives and hypotheses were raised and formulated to guide the study. Correlational research design was adopted for the study. The population comprises of all the entire teachers for 2025/2026 academic session. Out of which, 45 teachers and 1974 students were selected through multi-stage and simple random sampling technique as sample size. A researcher-developed instruments namely: Functional Pedagogical Strategies Questionnaire (FPSQ) and Students' Test in Algebraic Concepts (STAC) were used. The instruments were duly validated using faced validity and Cronbach Alpha was used in obtaining the reliability coefficient of the instruments which stood at .73 and .74 for FPSQ and STAC respectively. The research questions and hypotheses were answered using Simple Linear Regression to answer and test the null hypotheses at 0.05 levels of significance. Based on the findings of the study, it was revealed that experiential learning activities, contextual instruction and reflective learning activities significantly influence students' mastery of algebraic concepts in secondary schools in Akwa Ibom State. It was concluded that improving students' outcomes in mathematics necessitates a pedagogical transformation toward more participatory, experiential and reflective teaching practices. Recommendations were made among others that teachers should design algebra lessons around real-life situations, local examples, and community-based projects to help students relate abstract concepts to their daily experiences.