This study analyses the impact of manipulative learning tools, specifically the Engino toy blocks, on the mathematical performance of pre-primary students, especially in understanding the sections of counting and addition. The research hypothesis states that students using Engino toy blocks will perform significantly better than those using traditional learning methods. An experimental design of randomly assigning the students was employed, involving 50 students divided equally into an experimental group (students who used Engino toys) and a control group (students who did not use Engino toys). Statistical analysis included mean comparison, standard deviation and independent t-test to analyse performance differences. Findings indicate that students in the experimental group performed better, showing a mean value increase of approximately 37% compared to the control group, and a p-value was also found to be less than the significance level of .05. The large effect size of 0.83 demonstrates a strong influence of using the toy blocks in their learning experience. These results highlight the effectiveness of Engino toy blocks in improving engagement and deeper understanding of the concepts in early mathematics education.