This study investigated the effects of using creative writing activities in mathematics to measure students’ mathematics achievement. Using a quasiexperimental design, the data were collected from 60 respondents from three intact classes of college freshman students from a university in Iloilo City from June 23, 2014 to October 2, 2014. Results of the study showed no significant differences noted on students’ mathematics achievement after exposure to the three methods of instruction when pre-test scores in the mathematics achievement test were used as covariate. However, the paired samples t-tests showed that there was a significant difference in students’ mathematics achievement test scores before and after exposure to Treatment 1, Treatment 2, and Conventional set up. It was concluded that regardless of the method of instruction, students can demonstrate significant gain in the mathematics achievement test. It was recommended that the teacher integrate more mathematics content in creative writing activities.