The Effectiveness of Teaching Geometry through Using the Four- Phase Learning Cycle Strategy on Seventh Grade Male Students’ Achievement and their Geometrical Thinking Levels

Abstract

This study aimed at investigating the effectiveness of teaching geometry through using the four-phase learning cycle strategy on seventh grade male students’ achievement and their geometrical thinking levels. The sample consisted of (77) male students of the seventh grade. The students were randomly distributed into two sections. One section was randomly chosen to be the experimental group taught by using learning cycle strategy while the other was the control group taught by using traditional strategy. The necessary instruments were prepared to include an achievement test in geometry, a test in geometrical thinking, and the appropriate teaching plans. The results showed significant statistical differences in the total achievement and in the overall geometric thinking in favor of the experimental group which was taught by the four-phase teaching strategy.