Socio-drama is the act of group presentation of an impromptu and/or unrehearsed scenario that involves a concept of real life situation, futhermore, it is frequently used in other school subjects such as; english, science, values education etc. But not in mathematics. It is indeed undoubtedly that mathematics is the most perplexing subject in school. Admitted, socio drama is not habitually utilized as strategy in teaching mathematics and students source of learning. The researchers therefore want to propose an intervention in improving the social interaction of students and in improving different mathematical skils at the same time. In relation, the study endeavours to determine if socio drama can be used as a new strategy that can improve the learning and understanding of mathematics concept. The fact remains that one of the major problem of mathematics teachers is how they will motivate their students in terms of social interactions and learning mathematics as well. In line with this, researher used four mathematical skills that are integrated in socio-drama. These four mathematical skills include problem solving, applied math, measurement, computational skill that may have great impact to the effectiveness of socio- drama as an approach in teaching mathematics, moreover, the researhers utilized quasi-experimental design. The respondents were the grade 8 students og Guiguinto National Vocational high school in Guiguinto Bulacan. In connection with that the researchers conducted a class instruction targeting geometry, particularly congruent triangles. In which pre test and post-test were given in 30 participants. They were ranked according to the level of their mathematical skills based on their score in pre-test and post-test. Onthe other hand t-test was used as a measurement to get the significant difference among means. The researhers utilized a t-test for post-test and pre-test and experimental and control group with the same level of significancewhich is 0.05. Based on the collected and gathered data, the results showed that utilizing socio-drama in teaching mathematics improved that the students mathematical skills. Moreover, the results also showed that researchers intervention which in socio-drama was effective according to the students pre-test and post-test. The post-test score in problem solving in experimental group is 2.77 while in control gropu is 2.30, for applied math the post test score for experimental 2.97 while in control gropu is 3.13. Lastly, the post-test score for computational skill is 3.23 while in control group is 2.93. To sum it up, the score of pre-test compared to post-test increase, which only means that thre is significant difference between the scores of the students in pre-test and post-test for it obtained a mean of 5.63 and 11.1 for experimental group. With this, the researchers therefore conclude that that the use of socio-drama can be an approach in teaching mathematics.