Enhancing Geometric Problem Solving: Effects of an Interleaved Learning Approach with Metacognitive Scaffolding among Eighth Grade Students in Jordan

This study investigated the effect of an interleaved learning approach supported by metacognitive scaffolding on the geometric problem‑solving performance of eighth‑grade students with different levels of non‑verbal cognitive ability in Jordan. A quasi‑experimental design was employed. Participants were drawn from two public schools, one under the Directorate of Education for the Jerash region and the other under the Directorate of Education for the Bani Kenana region. In each school, two eighth‑grade classes were randomly assigned to an experimental group, taught using the interleaved learning approach, or a control group, taught using traditional methods. After combining the classes across schools, each group comprised 41 students. Instructional materials were designed according to the interleaved learning approach, and two instruments were developed: a geometric problem‑solving test and a non‑verbal cognitive ability test. The non‑verbal cognitive ability test was administered prior to the intervention, and students were classified into high and low non‑verbal cognitive ability groups based on their scores. Results showed statistically significant differences at the α = 0.05 level in geometric problem solving in favor of the experimental group, indicating the effectiveness of the interleaved learning approach supported by metacognitive scaffolding. However, no statistically significant interaction was found between teaching method (interleaved vs. traditional) and non‑verbal cognitive ability (high vs. low) on geometric problem solving. The study recommends redesigning mathematics textbooks (student’s book, workbook, and teacher’s guide) in accordance with the interleaved learning approach and training mathematics teachers to employ a range of cognitive and metacognitive supports to facilitate student learning within this framework.