Student-Team Achievement Division (STAD) and Its Effect on the Academic Performance of Grade 8 Students
Student-Team Achievement Division (STAD) and Its Effect on the Academic Performance of Grade 8 Students
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学生团队成就划分（STAD）及其对八年级学生学业成绩的影响
DOI：
10.1088/1742-6596/1254/1/012014
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Roderick L. Tipolo
中科院分区：
文献类型：
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作者：
Justina T. Lantajo;Roderick L. Tipolo
学生团队成就分部（STAD）是一种利用奖励或激励来促进团队协作的合作学习结构。本研究旨在了解STAD对公立学校八年级学生物理学习成绩的影响。本研究分为两组：实验组和对照组。实验组采用STAD，对照组采用Inquiry-Based Approach。每组有32名受访者。研究的工具是研究者自制的成就测试。这项研究持续了六周，涵盖了科学8的整个第一季度。本研究采用了真实的实验设计。采用t检验检验实验的可比性。结果表明，实验组和对照组的后测平均分无显著差异。然而，接触STAD的学生比接触探究式方法的学生获得了更高的分数。根据研究结果，通过与小组成员的合作，使用STAD提高了学生的学习成绩。
Student-Team Achievement Division (STAD) is one of the cooperative learning structures that make use of rewards or incentives to promote team collaboration. This study finds out the effects of STAD on the academic performance of Grade 8 students in physics in a public school. There were two groups in this study: the experimental group and the control group. The exp erimental group utilized STAD while the control group employed the Inquiry-Based Approach. Each group has thirty-two (32) respondents. The instrument of the study was a researcher-made achievement test. This study lasted for six (6) weeks which covers the entire first quarter of Science 8. This research made use of the true experimental design. The comparability of the experiment was tested using t-test. The result showed that there is no significant difference in the posttest mean scores between the experimental and control groups. However, students exposed to STAD posted higher gain scores compared to the students exposed to the Inquiry-Based Approach. Based on the findings of the study, the use of STAD has improved the students’ academic performance through cooperation with their groupmates.