This study aims to investigate the effectiveness of Driver’s model (DM) in developing the conceptual understanding (CU) of first-class intermediate students in geometry and polygons via quasi-experimental design, for a random sample of 62 female-students divided into two groups, the experimental group with 31 students who were taught the module by DM, and the control group with 31 students were taught the module by the traditional teaching method. The study found significant statistical variances regarding scores means between the two groups at the three levels of explanation, interpretation, and application for the experimental group with a high impact reached at0.31 along with a high impact, too, regarding the mean of the total score of CU test for the same group, which reached at 0.43. Thus, the study recommends using DM in mathematics teaching.