Abstract:
This study aims at showing the effect of using meta cognitive skills and examples as strategies in solving geometry problems. Three ninth grade sections were selected from a public school in Jordan. One section was trained at using meta cognitive skills (experimental group) another was trained at using examples and the third section used the book’s strategy (control group). The researcher prepared an achievement test in solving geometry problems, and its validity and reliability were calculated. The results of the study showed that the superiority of the groups that used meta- cognitive and examples over the group that used the book’s strategy. Also, it showed the same results in both of the upper and the lower achievement levels.
