This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. This study was carried out to investigate the effect of using animated computer 3-D figures illustration (ACTDFI) in the learning of polyhedron in geometry. By random sampling, intact group of four grade 9 classes in four different schools from a cluster of four educational district schools of Limpopo province in South Africa were selected. The study involved quasi-experimental and inquiry research approaches, the quasi-experimental approach involved pre and posttest design while the inquiry research approach involve classroom observation. There were three experimental groups and a control group with a total of 174 study participants. ACTDFI was used as an intervention for two weeks in the three experimental groups while in the control group, chalk-talk traditional teaching approach was used. Pre-test and post-test was used to collect quantitative data while classroom observation was used to collect qualitative data. The findings from the quantitative Classroom observations were carried out to collect relevant data on how the study participants were taught stationary points in differential calculus, especially with the use of the constructivist pedagogical approach. A suitable observation checklist was developed for this purpose (Appendix 6 refers). Classroom observation checklist is a list of factors to be considered while observing a class. It gives a structure and framework for the observation. suggested that the use of ACTDFI might have improved academic achievement in learning of polyhedron during the intervention, while the qualitative data analysis indicated that the use of ACTDFI in the experimental groups might have facilitated the learning of the concepts of polyhedron. It is therefore recommended that further research is necessary on the application of ACTDFI in the teaching of 3-dimensional shapes at the primary schools / Mathematics Education / M. Sc. (Mathematics Education)