This study was designed to explore if the sequential questioning technique of teaching-learning problem solving influence the learners' mathematical achievement and reduce anxiety. The study was conducted during the third and fourth quarters of the school year 2018-2019. The two sections in grade six in each participating school, Mimbalot Elementary School and Sgt. Miguel Canoy Memorial Central School of west II District in Iligan City, were the participants of the study. The experimental groups were taught using problem-solving with the Sequential Questioning Technique (SQT) and the researcher-written SQT manual as the teachers' guide. The control group pupils were taught using the 5E's. A quasiexperimental pretest-posttest control group design was employed with the 40-item teacher-made achievement test as the main instrument of the study. One-way analysis of covariance (ANCOVA) was used to analyze data gathered. The result of the analysis revealed that the use of the sequential questioning method has a better effect on the academic performance of the learners compare to those under conventional teaching. Moreover, it lessened the anxiety level of the participants. The researchers recommended that mathematics teachers may apply the sequential questioning method of teaching mathematics since it gives the chance to learners to develop their critical thinking skills, become problem solvers, and able to express and share their ideas with their co-learners.