compare the effectiveness of teaching strategy learning and visualization and self-regulation training on student problem solving skills

Background and Aim: The purpose of this study was to compare the effectiveness of teaching strategy learning and visualization and self-regulation training on student problem solving skills. Materials and Methods: The present research 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. A questionnaire for solving the Hepner and Peterston questionnaires was used to collect data, which was carried out in two stages: pre-test and post-test. Data were analyzed using covariance statistical test. Results: The findings showed that two methods of teaching visualization strategy and self-regulation training were effective on increasing students' problem solving skills, but there was no significant difference between the effects of these two methods. It was also found that the training of visualization strategy increased the mean of the component of trust in problem solving, the style of avoidance tendency and personal control, but self-regulation education had a significant effect only on the component of trust in problem solving and the style of avoidance tendency. Also, the results showed that learning the learning strategy of visualization in the component of personal control was more effective than self-regulation education. Conclusion: The results showed that learning the learning strategy of visualization and self-regulation education in problem-solving skills influenced the male students more than female students. However, in the component of trust, the problem of teaching visualization strategies for male students was more effective than female students, and self-regulation education for female students was more effective than male students.