This quasi-experimental study aimed to determine the effectiveness of mathematics instruction using a manipulative approach on the learning performance of Grade 6 pupils at Egaña Elementary School for School Year 2024–2025. It employed a pre-test–post-test control group design using matched subjects. Sixty Grade 6 pupils participated, with 30 assigned to the experimental group and 30 to the control group. A 25-item researcher-made test, covering four competencies focused on ratio and proportion, was administered as both pre-test and post-test. Data were analyzed using frequency, percentage, mean, and standard deviation, while the t-test for paired samples served as the inferential statistical tool. Findings revealed that both groups were at the “Low Proficient” level in the pre-test. After the intervention, the control group, taught using conventional methods, improved to “Highly Proficient.” Likewise, the experimental group, taught using the manipulative approach, also improved to “Highly Proficient.” Both groups showed a gain in mean scores; however, the experimental group exhibited a greater mean gain, indicating that the manipulative approach was more effective. There was no significant difference in the pre-test scores between the two groups. However, a significant difference was observed in the post-test scores, favoring the experimental group. Significant differences were also found between the pre-test and post-test scores within both groups. The results suggest that using manipulative materials enhances mathematics performance and is more effective than conventional teaching methods.