The aim of this study is to investigate the effectiveness of the learning cycle-5 Es model "Bybee" in the development of problem-solving skills and academic achievement in Geography subject in the ninth graders in Jordan. The study consists of 60 students from the University Education Directorate in Amman in the second semester for the year 2017/2018. The sample was distributed randomly into two groups; one of which is experimental of (30 students) and was taught according to the Bybee model. The other was a control group, which consisted of (30) students and was taught in the usual way. The study tools consisted of the cognitive achievement test and the capacity scale for problem-solving. The results of the study showed that there were statistically significant differences in the average achievement of the ninth-grade students in geography subject, due to the impact of the teaching strategy in favor of the experimental group. Also, it showed statistically significant differences in the average achievement of ninth grade students in geography, due to the teaching strategy of problem-solving skills and in favor of the experimental group. The researcher recommended the benefit of the learning model "Bybee" in teaching the geography subject at all stages of the upper stage.