Comparison of the Effectiveness of Teaching Learning Strategy Visualization and Self-Regulatory Education on Students' Creative Thinking

The purpose of this study was to compare the effectiveness of teaching the learning strategy of visualization and self-regulation education on studentschr('39') creativity.

The present study was experimental. The research population consisted of all 7th grade students in Tehran during the academic year 1397-1396. Using multi-stage cluster sampling, 120 students (60 female students, 60 male students) were selected as sample. To collect data, the Torrance Creativity Questionnaire was used which was carried out in the pre-test and post-test. Data were analyzed using covariance statistical test.

The results showed that two educational methods of visualization and self-regulation education on increasing the creativity of students have a significant effect. The results also showed that there is no significant difference between male and female students regarding the effectiveness of these two experimental methods on studentchr('39')s creativity. However, the results showed that there is no significant difference between the effectiveness of two experimental methods of teaching the learning strategy of visualization and self-discipline education on studentschr('39') creativity, and it can be said that these two methods of teaching have been effective.

The results showed that learning the learning strategy of visualization and self-regulation education in increasing the creativity of students is the same and the effect of these two methods on the creativity of female students is similar.