Implementing Student Teams Achievement Divisions (STAD) learning model in grade 9 Biology and its impact on learning achievement
The purpose of this action research (AR) is to implement the Student Team Achievement Divisions (STAD) learning model as a classroom teaching and learning practice and determine its impact on the learning achievement of grade 9th biology students in one Bhutanese higher secondary school. The study e...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Northern Negros State College of Science and Technology (NONESCOST)
2023-06-01
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| Series: | International Research Journal of Science, Technology, Education, and Management |
| Subjects: | |
| Online Access: | https://irjstem.com/wp-content/uploads/2023/07/IRJSTEM_V3N2_2023_P06.pdf |
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| Summary: | The purpose of this action research (AR) is to implement the Student Team Achievement Divisions (STAD) learning model as a classroom teaching and learning practice and determine its impact on the learning achievement of grade 9th biology students in one Bhutanese higher secondary school. The study employed a pre-test and post-test one-group quasi-experimental group design as a methodological approach. A total of 31 grade 9 students were purposively selected as the experimental group and received the STAD learning model treatment as an intervention for a month. The group was tasked with STAD learning activities such as drawing and writing activities, quizzes, presentations, group discussions, tests, questions, and answers. The data were collected quantitatively through pre- and post-Biology Achievement Tests (BAT), questionnaires, and qualitatively through focused group interviews. Quantitative data are presented in descriptive statistics (mean and SD) while qualitative data is in thematic analysis. The paired sample t-test at a 95% confidence interval shows a significant increase in the post-test mean score (M=10.98, SD=2.53) as compared to the pre-test mean score (M=6.67, SD=2.79), with mean score differences (M=4.30). A descriptive analysis of questionnaires on students’ motivation, collaboration, and self-confidence in learning shows a ‘High’ degree of perceptions on mean scores and standard deviations; (M=3.99, SD=0.715); (M=4.24, SD=.729); and (M=3.89, SD=0.948) respectively. Qualitative data also indicated positive perceptions of the use of the STAD learning model in biology. Therefore, based on the findings, it is recommended that teachers adopt the STAD model in their classrooms to motivate students and improve their learning achievement. |
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| ISSN: | 2799-063X 2799-0648 |