English abstract
The results showed the variation of students' performance in solving geometrical problems due to the different structural variables ( long verbal with drawing , long verbal without drawing , short verbal with drawing ) when they showed the existence of significant statistical difference among the average of students' performance in the test that had a long verbal form with drawing and the average performance in the test that had a long verbal form without drawing in favor of the long verbal problems with drawing as well as they showed the existence of significant statistical difference among the average of students' performance in the test that was formulated in a short verbal form with drawing and the test that was formulated in a long verbal form without drawing in favor of short verbal form with drawing. The results also showed the variations of students' performance in solving geometrical problems due to the variation of their achievement level ( high - medium - low). The students with high achievement level excelled their peers in the medium and low achievement levels. The students with the medium achievement level excelled those students with low achievement level. While the results didn't show difference in the students' performance in solving geometrical problems achievement to the reactions between the structural variables of geometrical problems and the achievement level . According to the results reached, the study has come to some recommendations. The most important one is the necessity of providing the syllabuses with verbal geometrical problems formulated in different forms with various structural variables and to train students on solving them . Furthermore, the important of being interested in the verbal mathematical problems in general and the geometrical ones in particular
