The effectiveness of questioning and explaining skills training to teachers on creativity of high school students

Increasing the quality of learning and teaching depends on so many things. The role of teachers in this matter is unique and unreplaceable, and their questions and explaining that they present in the class are so important. The aim of this study was to investigate the effectiveness of teaching the questioning and explaining skills to teachers on high school, male student's creativity of Tehran city. the project included quasi-experimental licenses and pre-test, post-test and control group. The statistical population included all high school, male students of Tehran city in 1390-91 academic year. The sample group consists of 600 students of first grade of high school in 3 educational districts that were selected randomly by multi-step sampling method. Also 20 teachers of those classes teaching the mathematics, Persian literature, English language, Arabic language and biological science & health lessons (4 teachers for any lesson) were selected by random method. All teachers were assigned randomly in 3 experimental and 1 control groups. The teachers of first experimental group passed the questioning skill course, the second experimental group passed the explaining skills course, the third experimental group passed the both questioning and explaining skills courses as independent variable and the teachers of control group didnt passed any courses. Data was collected by the Abedi creativity test (1372). Data was analyzed by descriptive statistical methods and MANCOVA test.Result (s): the findings showed that the students of four groups were matched in creativity and its sub scales in pre-test. The results showed that teaching of the both questioning and explaining skills to the teachers increased student's creativity up to 12 percent. Teaching both questioning and explaining skills to the teachers increases in four sub scales of creativity were respectively: extension 17.7%, flexibility 3.6% innovation 2.7%, and fluency 2.47%. Due to the importance of questioning and explaining skills, more attention should be paid to these subjects in teacher's pre–service and in–service training.