This research examined the efficacy of module-based learning in improving Grade 6 students’ basic mathematics competencies. Employing a quasi-experimental approach, the study compared the achievement of students who were taught using module-based learning with that of students who were instructed based on the conventional method. The modules were carefully crafted to correlate with the mathematics curriculum, targeting basic concepts of operations involving, whole numbers, decimals and problem-solving techniques. Control and experimental groups were pre and post tested to measure learning gains. Data showed that students who were taught through module-based instruction significantly improved on their math skills relative to their peers in the traditional setting. The results of the study indicate that module-based instruction can be a potent pedagogy in the development of basic math skills among grade 6 students. It concludes that self-made, curriculum-aligned modules can serve as a valuable instructional strategy in grade 6 mathematics, particularly in promoting foundational skills among learners. It recommends the broader adoption and refinement of teacher-developed instructional materials to complement existing teaching methods, especially in resource-constrained or multi-level classroom settings. Future research may explore the long-term effects of such interventions and their applicability to other subject areas.