In teaching geometry, most instructors opt fordirect demonstration with detailed explanations; however, under this kind ofinstruction students face considerable difficulties in the development of thereasoning skills required to deal with problems of a geometric nature. Thisstudy adopted a nonequivalent pretest-postest quasi-experimental designemploying Polya’s approach of four-stage problem solving using question promptsin conjunction with multimedia demonstration. Two classes of grade 7 studentswere randomly selected as the experimental group receiving instruction based onPolya questioning and two others were selected as the control group receivinginstruction based on direct presentation. Our results revealed that theposttest performance in geometry reasoning of students receiving instructionbased on Polya questioning was superior to that of students receiving directpresentation. In addition, students receiving instruction based on Polyaquestioning expressed a stronger sense of participation in the course than didstudents receiving direct presentation.