The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
The study was conducted to examine the students’ mathematic achievement and retention when a cooperative learning method of Student Team Achievement Division (STAD) is used in a Thailand primary school. The research design selected for this study was quasi-experimental. A total of 72 students took p...
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| 主要な著者: | , , |
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| フォーマット: | 論文 |
| 言語: | English |
| 出版事項: |
Open Access Publishing Group
2018
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| 主題: | |
| オンライン･アクセス: | http://repo.uum.edu.my/26296/1/EJES%205%202%202018%2033%2047.pdf http://repo.uum.edu.my/26296/ https://www.oapub.org/edu/index.php/ejes/article/view/1929 |
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| 要約: | The study was conducted to examine the students’ mathematic achievement and retention when a cooperative learning method of Student Team Achievement Division (STAD) is used in a Thailand primary school. The research design selected for this study was quasi-experimental. A total of 72 students took part in the study and they were selected by fishbowl random sampling technique that divided them into two groups equally (control and treatment group). The 50-items are School-Based Test is formatted in the multiple-choice pattern to examine the equivalence of the academic
ability of the participants of 6th grade students in 6 topics: area/perimeter, geometry, algebra, graphing, data management and probability. Overall, the participants of this study had undergone 3 tests: pretest, post-test 1 and post-test 2. ANOVA Repeated Measure was used in analysing the data. The result showed that the cooperative learning by STAD technique is most positive effective in the students’ mathematic
achievement and retention. This study argues that the cooperative learning of STAD technique can facilitate students’ achievement and retention in Mathematics. Consequently, this cooperative learning technique is recommended in learning and
teaching Mathematics. |
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