This study aims to examine changes in students' achievement in geometry, attitude towards geometry, and their self-efficacy perception of geometric knowledge while working on paper folding activities through an experimental research methodology. The sample for this experimental study was 108 ninth-grade high school students. The study's data were gathered through attitude, self-efficacy, and achievement scales which were employed both as pretest and posttest measurements for experimental and control groups. The findings revealed a significant difference between the experimental group's pretest and posttest scores regarding the variables of achievement and self-efficacy. However, no significant difference was observed for attitude towards geometry for the experimental group. The study then addresses these results in light of the existing literature.