Abstract:

The aim of this research is to study the impact of the structuring learning environment on the levels of academic success of students in the 10th grade geometry course. The participants are 60 students of the tenth class. The experimental and control groups consisted of 30 students. Research is a semi-experimental study. Traditional teaching in the control group has been used in the experiment group, a collaborative learning method in accordance with the structuring learning approach. The data was collected using learning events, Triangle Assessment Exam and student course notes. The data is analyzed in terms of quality and quantity. At the end of the experimental process, the research results show that there is a significant difference between the academic achievements of the experimental and control group students in favour of the experimental group. However, there is no meaningful difference between the Triangle Unit Assessment Test scores related to the problem-solving strategies (strategy development, strategy implementation and solution evaluation) of the experiment and control group students.

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