This article is based on a quasi-experimental designed study was aimed at establishing the effect of mathematical modelling on the Nigerian junior secondary schools two students’ performance in mathematic. The instrument used for the study was students achievement test (MWPST). Data from the students achievement test (MWPST) was coded and analysed using Statistical Package for Social Sciences (SPSS) version 17. Analysis of Variance (ANOVA) and independent t-test were used to test the research question at 0.05 level of significant. Pre-test findings revealed gender bias in students’ performance with word problems in favour of the male gender. The findings after the intervention of the mathematics modelling indicated a reduced gap in performance by gender. The results in this study illustrate that mathematical modelling can be used to improve students’ performance and is gender responsive enabling both boys and girls to increase their performance level in word problems based mathematics task. For this reason learners seem to exhibit the knowledge of mathematical modelling in learning mathematics.