This study aimed to investigate the impact of using the programmed instruction method on the academic achievement of 11th grade academic track students in mathematics, specifically in the topics of the second derivative and applications of extreme values, in Jordanian schools. The study sample consisted of (64) students from a private school in Amman, divided into two groups: a control group (32 students) taught using the traditional method, and an experimental group (32 students) taught using the programmed instruction method. To achieve the study's objectives, two tests were administered: a pretest and a post-test after one month of instruction. The researcher used Analysis of Covariance (ANCOVA) to analyze the results. The results showed statistically significant differences at the significance level (α = 0.05) in favor of the experimental group taught using the programmed instruction method, indicating that this method contributed to improving students' achievement and their ability to solve problems related to extreme values and use of second derivatives. The researcher recommends generalizing the use of the programmed instruction method in teaching mathematics to 11th grade students in all schools and encouraging teachers to use it due to its positive impact on improving academic achievement.