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Major aim was to determine the effect of guided inquiry on fluency and originality of ideas in creative thinking.The study was quasi-experimental. "Convenience" sampling technique was used. The sample size was 60. The experiment was performed in an elementary school in Islamabad. The scoring rubrics were used to analyze creative thinking in terms of fluency and originality. The scores of tests of the experimental group and control group were compared by t-test. There was a significant difference in the performance of the control group and the experimental group. Guided inquiry is recommended for the teaching of creativity in terms of originality and fluency.

This study aimed to find the effectiveness of virtual lab experiments. Quasi-Experimental was the design for this study. This study was conducted in Islamabad. Chemistry students of secondary level were selected from the Islamabad model school for boys for experimentation. Control and experimental groups were served the pretest. The experimental group was taught through virtual labs. This treatment was given for 6-weeks. To measure the achievement score of both groups, a post test comprising of the content taught during the intervention post test was administered. The post test included items of the first three levels of Bloom's taxonomy related to the experiments of chemistry included in the intervention. The t-statistics were used for each control and experimental group separately. The VL had an extensive impact on academic achievement in terms of knowledge, comprehension, and application-level of the students.