This study aimed to compare the learning effectiveness of constructivist, jigsaw, problem solving and traditional method of teaching College Algebra course among the students in Surigao del Sur State University, Tandag campus for first semester, academic year 2009-2010. This study used pretest-posttest quasi-experimental design to determine the effectiveness of the four methods of teaching College Algebra. The respondents were the first year students of the Institute of Arts and Sciences enrolled in the Bachelor of Arts, Midwifery and Bachelor of Science in Mathematics who were taking College Algebra course. The knowledge content of the students after being exposed to different teaching methods increased. It revealed that problem solving method had the best effect on students’ achievement scores compared to the three other methods. That the course content included in the study needs computation and lengthy solutions that can best be done through problem solving strategy.