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This study aimed to develop problem-solving skills in chemistry using the algorithm approach, with the goal of providing problem-solving exercises to enhance students' ability to solve chemistry-related problems. It examined how science teachers used the algorithm approach to teach chemistry topics such as empirical and molecular formulas, the law of conservation of mass, and gas laws, and the difficulties they encountered in using the algorithm approach in teaching Chemistry. The study also identified and compared students' problem-solving skills before and after applying the traditional and algorithm approaches in teaching. Statistical treatments applied were frequency, percentage, weighted mean, independent t-test, and Hake factor test. Based on the findings, the teachers strongly agreed that the algorithm approach can be utilized by engaging students in procedural approaches in solving stoichiometry-related problems, and they often encountered difficulties in utilizing the algorithm approach in teaching Chemistry, such as a one-trial-then-quit mentality of the students, lack of critical thinking ability, and lack of prior knowledge of the students in Chemistry concepts. Results also showed an increase in students' problem-solving skills from basic to mastery level with the traditional teaching method and from basic to advanced level with the algorithm approach. In addition, students showed no significant differences in performance on the pretest, but significant differences were observed on the post-test. The Hake factor test revealed that the control group had a medium gain, while the experimental group had a high gain after instruction, implying that the algorithm approach was more effective than the traditional lecture method.