Universal Journal of Educational Research

ABSTRACT

Teachers' noticing, the act of observing, interpreting, and attending to students during lessons, has garnered significant attention in recent educational research. It is widely believed that a teacher's ability to effectively notice and respond to students can profoundly impact their learning outcomes and academic achievements. This study delved into the correlation between the implementation of effective noticing practices and the academic performance of 12th-grade students in geometry. Conducted as a quantitative descriptive research endeavor, the study encompassed a population of 360 individuals, with a sample size of 186 students selected through a simple random sampling technique. Data collection involved a questionnaire survey and a Geometry Achievement Test, with analysis carried out using SPSS's descriptive tools and a simple linear regression model. The findings of the study revealed a statistically significant relationship (p = .019) between the successful implementation of noticing in teaching and students' academic success in geometry. As a result, the study recommended that educators hone their noticing skills during geometry and mathematics lessons to optimize student learning and academic performance. By emphasizing the importance of effective noticing in teaching, educators can create a more engaging and supportive learning environment that fosters student success in geometry and beyond.