The Effectiveness of Inquiry-based Teaching Method on Creativity and Achievement Motivation among Psychology Students of Islamic Azad University Science and Research Branch, Tehran

The aim of this study was to determine the effectiveness of inquiry-based teaching method on creativity and achievement motivation among university students. It was a pretest-posttest design with control and experimental groups. The statistical population consisted clinical psychology students of Islamic Azad University Science and Research Branch in Tehran. Based on purposive sampling method, 60 students were selected and assigned to two 30-student control and experimental groups. The dependent variables were measured by Creativity Test of Abedi (1372) and Achievement Motivation Questionnaire of Hermans (1970). The experimental group was taught by inquiry-based teaching method for eight sessions while the control group's teaching approach was a traditional one. At the end of the teaching courses, post-test was performed for both experimental and control groups. The results of multivariate analysis of co variance showed that there was a significant difference in group creativity and achievement motivation between control and experimental situations (P <0.001). And the inquiry-based teaching method increased creativity and achievement motivation among students. Hence, in order to increase the quality of teaching, it is suggested to invent various techniques for inquiry-based teaching in psychology curriculum.