The development of the teachers and students’ competencies is part of their professional development, but this could be enhanced by the advancement of the teaching process inside the classroom with various activities such as analysis and construction of geometric ornaments. In this study, it focuses on the effect of manipulative Mathematics in the form of teacher-made square and triangle tiles on solving the perimeter and area of polygons. Specifically, it aimed to compare two techniques, the manipulative style and the conventional method, in solving the perimeter and area of polygons based on the following: the performance of students in terms of accuracy and correctness of their quiz results and the student’s evaluation of the quizzes in terms of level of confidence and difficulty. The participants in the study were 92 college freshmen. They were divided into groups representing their specific section and handled separately by different instructors. The teacher-made square and triangle tiles as a concrete instructional model were simultaneously introduced in a conventional manner for each lesson during regular class sessions that lasted for eight (8) weeks. The result showed that the performance of each group taught using either method on correctness and accuracy in solving both perimeter and area did not differ significantly. The students using manipulative style had significantly more correct answers in solving both perimeter and area, but in terms of accuracy, it was not significantly different using the two methods. For the level of confidence, students in each group were significantly more confident using manipulative style in solving perimeters, but only one group expressed higher confidence using the technique in solving areas. The results suggest that using the manipulative style in solving the perimeter and area of polygons contributes to better performance and higher confidence among the students. Moreover, it was observed that participation and interaction between and among the students and instructor were enhanced using manipulative instruction. Hence, this teaching scheme could be integrated as a learning activity in teaching geometry.