English abstract
The study aimed to investigate the effectiveness of Seven E's Model in teaching Transformational Geometry in developing achievement and Visual Thinking of grade nine Basic Education (female students) in the Sultanate Of Oman, and to examine the relationship between achievement and visual thinking. The study used quasi-experimental design with (48)female students from Asmaa Bint Al-Numan Basic Education School. They were randomly divided in two groups; experimental and control with (24) students each. The material of the study consisted of a teacher's guide to teach transformational geometry by Seven E's Model. Its validity was examined by a group of specialists. The researcher constructed two tools; a test in achievement of geometric transformation and a test in visual thinking. They were examined for validity by a group of specialists, and for reliability by Coronbach-Alpha measuring method, the reliability of the first test was (0.75), while the reliability of the second test was (0.69). After finishing the experiment, post tests were given. The results showed that there is a statistically significant difference at (a < 0.05) between the scores' means of both groups in both tests in favors for the experimental group. They also showed that, there is positive correlation between achievement and visual thinking at (a < 0.05) with coefficient of correlation (0.70). In the light of these results, the researcher introduced some recommendations and decisions.
