Relevant bibliographies by topics / Student teams achievement divisions (STAD)

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Academic literature on the topic 'Student teams achievement divisions (STAD)'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Student teams achievement divisions (STAD)"

1

Wulandari, Santi, M. Asrori, and Endang Setyaningsih. "Improving Students’ Reading Ability Through Student Teams Achievement Divisions (STAD)." English Education 6, no. 3 (2018): 319. http://dx.doi.org/10.20961/eed.v6i3.35893.

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<p>The objectives of this research are: (1) to know whether Student Teams Achievement Divisions (STAD) can improve the students’ reading ability and (2) to describe what happens when STAD is implemented in teaching reading in the classroom.This study used a classroom action research design. The participants of this research were the students from one of Junior High Schools in Surakarta, Central Java. There were 32 students which consisted of</p><p>14 males and 18 females. The techniques of collecting the data are using qualitative and quantitative data. The qualitative data consists of observation, interview, document analysis, questionnaire, photographs, and test. While the quantitative data was the students’ test score. The research findings show that the use of Student Teams Achievement Divisions (STAD) can improve students’ reading ability and class condition. It can be seen from their interest and motivation for English class and the mean score of pre-test 57.50 which increased</p><p>67.50 in post-test 1, and 80.16 in post-test 2. It can be concluded that the use of Student Teams Achievement Divisions (STAD) can improve the students’ reading ability and the classroom condition.</p>
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Suripah, Mrs. "TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DAN TIPE THINK-PAIR-SHARE (TPS) PADA SISWA SMP." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (2015): 125. http://dx.doi.org/10.18269/jpmipa.v20i2.575.

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This study aimed to get empirical evidence about the effectiveness of STAD and TPS cooperative learning on junior high school students’ achievement and interest in mathematics. This study was a quasi- experimental research design with completely randomized factorial design. Sample were seventh grade students from two schools in Kebumen. The research instruments consisted of tests and interest questionnaire which contains questions and statement to determine the effectiveness of the learning model on students’ achievement and interest. The results showed that there was significant difference in achievement for STADA class (p = 0.046), STADB (p = 0.000), TPSA (p = 0.000), and TPSA (p = 0.042). In terms of interest, STAD and TPS significantly differed (p = 0.001, p <0.005). Multivariate analysis results show that there was interaction between learning model with the type of school (p = 0.001, p <0.005). It can be concluded that STAD and TPS cooperative learning were effective from the aspect of students' achievement and interest in mathematics. Keywords: achievements, cooperative learning, interest in learning mathematics, STAD, TPSABSTRAK Penelitian ini bertujuan untuk memperoleh bukti empiris tentang keefektifan model pembelajaran kooperatif tipe STAD dan TPS ditinjau dari aspek prestasi dan minat siswa SMP terhadap matematika. Penelitian ini adalah penelitian kuasi eksperimen dengan desain completely randomized factorial design. Sampel penelitian adalah siswa kelas VII dari dua sekolah yang ada di Kabupaten Kebumen. Instrumen penelitian terdiri atas tes dan angket minat yang berisi soal-soal uraian dan item pernyataan untuk mengetahui keefektifan model pembelajaran ditinjau dari aspek prestasi dan minat belajar siswa. Hasil penelitian menunjukkan bahwa terdapat perbedaan prestasi yang signifikan untuk kelas STADA (p= 0,046), STADB (p= 0,000), TPSA (p= 0,000), dan TPSA (p= 0,042). Pada aspek minat, kelas STAD dan TPS juga berbeda signifikan (p=0,001,). Hasil analisis Multivariat menunjukkan bahwa terdapat interaksi antara model pembelajaran dengan jenis sekolah (p=0,001). Dapat disimpulkan bahwa model pembelajaran kooperatif tipe STAD dan tipe TPS efektif ditinjau dari aspek prestasi maupun minat siswa terhadap matematika. Kata kunci: pembelajaran kooperatif, STAD, TPS, prestasi, dan minat belajar matematika.
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Yuniarti, Tati. "MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA SMP PADA MATERI SISTEM RESPIRASI PADA MANUSIA MELALUI MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS." Pedagonal : Jurnal Ilmiah Pendidikan 4, no. 2 (2020): 91–96. http://dx.doi.org/10.33751/pedagonal.v4i2.2597.

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IMPROVING THE ACTIVITY AND LEARNING OUTCOMES OF JUNIOR HIGH SCHOOL STUDENTS ON LESSONS OF HUMAN RESPIRATION SYSTEMS THROUGH STUDENT TEAMS ACHIEVEMENT DIVISION MODELSThis study aims to improve learning outcomes, see the improvement of learning outcomes, measure the increase in student learning outcomes in the subject matter of Human Respiration System Science through the application of Student Teams Achievement Divisions (STAD) model. This research is a Classroom Action Research by providing action on research subjects in two learning cycles in class VIII.H SMPN 5 Bogor Academic Year 2019/2020. The results of this study indicate that using the Student Teams Achievement Divisions model can be a fun learning variation for students so that it is proven to improve student learning outcomes. Before using the Student Teams Achievement Divisions model in the division it became an average and completeness of learning 62.10 and 34.38% the increase occurred after using the Student Teams Achievement Divisions model in the division to 79.34 and 68.75% in cycle I, and it occurred increased again to 87.26 and 100% in cycle II. The results showed that using the Student Teams Achievement Divisions model in the division which was adapted to learning materials that could create a pleasant atmosphere so that there was an increase in student learning outcomes. Therefore, researchers suggest that the Student Teams Achievement Divisions model be socialized to be used as an alternative in science learning in schools within the Bogor City Education Office.
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Aufa, Minzani, and Akhmad Liana Amrul Haq. "Pengaruh Model Student Teams Achivement Division (STAD) Terhadap Prestasi Belajar Siswa." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 12, no. 2 (2020): 77–84. http://dx.doi.org/10.31603/edukasi.v12i2.4093.

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The research objective was to determine how much influence the application of the Student Teams Achievement Divisions has on student achivement and understanding of the consept student learning material. This research uses the Action Research method which is carried out in two cycles, in each cycle carrying out the planning, application, observation, and reflection stages. The subjects of this research were 25 students of class V MIM 1 Bumirejo. The data analysis technique uses descriptive quantitative and data obtained from the test. The result showed the level of attainment of student learning completeness information in cycle 1 was 44%, in cycle 2 it was 84 %, meaning that the application of the Student Teams Achievement Divisions type of cooperative learning model increased by 40%. In the description of the test results for understanding the concept of learning materials based on the achievement of the KKM, students experienced a significant increase in the concept of learning material.
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Erly, Erly. "Model Cooperative Learning Tipe Student Teams Achievement Divisions (STAD): Dampaknya terhadap Motivasi Belajar Siswa." Indonesian Journal of Science and Mathematics Education 3, no. 1 (2020): 1–8. http://dx.doi.org/10.24042/ijsme.v3i1.5960.

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High motivation to learn will encourage and move students to always move and achieve the best results. The purpose of this study was to see an increase in student motivation through the cooperative learning model Student Teams Achievement Divisions (STAD) type. The method used in this study is the Classroom Action Research (CAR) method. The population in this study were all students of class XII Science in SMA 2 Bandar Lampung. Sampling is done by simple random sampling technique. The sample in this study was 38 people. The analysis technique uses an independent sample t-test. The results showed that the implementation of the Student Teams Achievement Division (STAD) type of cooperative learning model on the principles of redox and electrochemical reactions were used to test student learning. The results of this study also discussed increasing students' motivation to learn including motivation to cooperate with each other, discuss, help each other, and ask questions
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Islami, Vina Hidayah, Harry Soeprianto, and Sudi Prayitno. "Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions Terhadap Hasil Belajar Matematika Siswa." Griya Journal of Mathematics Education and Application 1, no. 2 (2021): 239–47. http://dx.doi.org/10.29303/griya.v1i2.48.

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This research aims to find out the influence of the cooperative learning model of STAD type toward mathematics learning achievement of 8th grade student in SMPN 7 Mataram first semester academic year 2019/2020 on the subject matter of relations and functions. This true experiment research was designed using pretest-posttest control group design. Two classes were selected as a research subject with cluster random sampling technique, namely class VIII-B as the experimental class and VIII-C as the control class. Data collection tehniques were used observation and tests. The statistical analysis used was t-test gain and effect size to see the influence of using the STAD type cooperative learning model toward students' mathematics learning outcomes in SMPN 7 Mataram. The results showed there were differences in the improvement of mathematics learning achievement of mathematics between students who obtained learning with STAD type cooperative model and students who learned with direct learning model. The contribution of the STAD type cooperative learning model to students' mathematics learning achievement was in high category. This showed that learning using STAD type cooperative learning model had a positive influence toward mathematics learning achievement for students of grade 8th in SMPN 7 Mataram.
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Setiyawati, Heni Rina. "Peningkatan Minat dan Prestasi Belajar IPS teams Achievement Divisions Di SMP." Jurnal VARIDIKA 27, no. 2 (2016): 200–207. http://dx.doi.org/10.23917/varidika.v27i2.1733.

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This aimed of the researceh is to descript: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase of the students in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) The implementation of cooperative learning model STAD in IPS learning can improve learning Achievement of student in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015. This research use classroom action research method. Subjects of this research are the students of grade VII B SMP Negeri 1 Kedawung Sragen. Data collection technique in this research are interviews, tests, observations, and questionnaires. Mechanical checks the validity of the data by the method triangulation techniques. Technical analysis has done by means of data collection, data reduction, data presentation, and drawing conclusions. The process of research carried out three cycles, in each cycle includes four stages of action planning, action, observation and reflection. The results showed that: (1) The implementation of cooperative learning model STAD in IPS learning can improve learning increase student of the students in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015, (2) The implementation of cooperative learning model STAD in IPS learning can improve learning Achievement of the students in grade VII B SMP Negeri 1 Kedawung on the second semester of academic year 2014/2015. The increase students learning interest can be seen from the results of student interest questionnaire after implementation of the action, in the first cycle reaches 50%, the second cycle increased to 68.75%, and the third cycle increased to 87.50 %. While student achievement on initial conditions shows that the average value of 68.28 with classsical completeness of 53.12%, after the action on the first cycle increased the average value becomes 74.53 with classical completeness of 65.62%, second cycle increased with an average value of 76.56 with classical completeness of 78%, and the third cycle has increased again, with an average value of 81.56 reached with classical completeness reached 87.5
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Hasibuan, Lily Rohanita, and Marsiani Marsiani. "Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis." JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) 7, no. 1 (2021): 20–25. http://dx.doi.org/10.36987/jpms.v7i1.1961.

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Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif Student Teams Achievement Divisions (STAD) terhadap kemampuan pemahaman konsep matematika siswa. Penelitian dilaksanakan di SMA Negeri 2 Torgamba. Jenis penelitian kuantitatif dengan metode kuasi eksperimen dan desain penelitian One-Group Pretest-Posttest Design. Sampel dalam penelitian ini adalah siswa kelas X2 yang berjumlah 40 siswa dengan menggunakan instrumen tes tipe uraian sebanyak 5 soal. Data diperoleh dari hasil tes yang diberikan kepada siswa berupa soal pretest yang diberikan sebelum proses pembelajaran dan posttest yang diberikan diakhir proses pembelajaran. Nilai siswa sebelum diberi perlakuan dengan nilai tertinggi 47, nilai terendah 19 dengan rataan 35,125 dan standar deviasinya 5,69. Sedangkan setelah diberi perlakuan menggunakan model pembelajaran problem posing terdapat peningkatan yaitu nilai tertinggi 48, nilai terendah 21 dengan rataan 37,075 dan standar deviasinya 6,05 Secara umum siswa kelas X2 setelah diberi perlakuan mengalami peningkatan. Analisis data menggunakan uji Paired Samples T-Test, berdasarkan analisis data tersebut diperoleh nilai thitung>ttabel yaitu 13,250 > 2,02 berarti ada perbedaan yang signifikan dari pengukuran data pretest dan posttest. Maka Ha diterima dan dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Kooperatif Student Teams Achievement Divisions (STAD) terhadap kemampuan pemahaman konsep matematika siswa pada materi Sistem Persamaan Linear Dua Variabel. Didukung dengan hasil data angket respon siswa terhadap minat belajar dengan model pembelajaran Kooperatif Student Teams Achievement dengan rataan 82 (41 %) dalam katagori sangat setuju. Hal ini menunjukan respon siswa terhadap model pembelajaran Student Teams Achievement Divisions (STAD) tergolong baik terutama pada materi sistem persamaaan linear dua variabel.The purpose of this study was to determine the effect of the Student Teams Achievement Divisions (STAD) cooperative learning model on students' ability to understand mathematical concepts. The research was conducted at SMA Negeri 2 Torgamba. This type of research is quantitative with a quasi-experimental method and research design is One-Group Pretest-Posttest Design. The sample in this study was class X2 students, totaling 40 students using a description type test instrument with 5 questions. Data obtained from the results of tests given to students in the form of pretest questions given before the learning process and posttest given at the end of the learning process. The student's score before being treated with the highest score was 47, the lowest score was 19 with a mean of 35.125 and a standard deviation of 5.69. Meanwhile, after being treated using the problem posing learning model, there was an increase, namely the highest score was 48, the lowest score was 21 with an average of 37,075 and a standard deviation of 6.05. In general, students of class X2 after being given treatment experienced an increase. Data analysis used the Paired Samples T-Test, based on the analysis of the data, the value of tcount > ttable was 13.250 > 2.02, meaning that there was a significant difference between the pretest and posttest data measurements. Then Ha is accepted and it can be concluded that there is an effect of the Cooperative Student Teams Achievement Divisions (STAD) learning model on the ability to understand students' mathematical concepts in the material for the Two Variable Linear Equation System. Supported by the results of questionnaire data on student responses to interest in learning with the Cooperative Student Teams Achievement learning model with an average of 82 (41%) in the category of strongly agree. This shows that the student's response to the Student Teams Achievement Divisions (STAD) learning model is quite good, especially on the material of a two-variable linear equation system.
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Permatasari, Mahdalena, Dadang Kurnia, and R. Teti Rostikawati. "The Effect of Teams Games Tournament (TGT) and Student Teams Achievement Divisions (STAD) Teaching Techniques on The Learning Outcome of Natural Science Subject." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 2, no. 1 (2018): 7–11. http://dx.doi.org/10.33751/jhss.v2i1.814.

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The Effect of Teams Games Tournament (TGT) and Student Teams Achievement Divisions (STAD) Teaching Techniques on the Learning Outcome of Natural Science Subject to the students of fifth grade at V SDN Cijujung 03 Kecamatan Bogor. The research employs quasi experimental method and it shows that the average score of the class using TGT gets 7.4% with the N-gain of 1.26 and the class using Student Teams Achievement Divisions gets 5.7% with N-gain of 1.02. The T-tailed score < significance or 0.00<0.05 or Ha is accepted. It can be inferred that there is a significant effect of using TGT and STAD on natural science subject of class 5 at SDN Cijujung 03 in the district of Bogor, the academic year of 2014-2015.
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Prastya, Dicky. "PENINGKATAN HASIL BELAJAR IPA MELALUI PENERAPAN MODEL PEMBELAJARAN COOPERATIVE TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) PADA SISWA KELAS V SEKOLAH DASAR." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 9, no. 2 (2017): 99. http://dx.doi.org/10.17509/eh.v9i2.7079.

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Abstract:. This research aims to improve the student learning output in science subject by utilizing cooperativemodel of student teams achievement division (STAD) type at the fifth class B of elementary school 1 Sidokerto district Bumiratu Nuban. This study was a classroom action research. The results showed that the type cooperative learning model student teams achievement division (STAD) can improve students' learning activities, judging from the average percentage of student learning activities in the first cycle of 77% and 85.5% the second cycle. The implementation of cooperative learning model type of student teams’ achievement division (STAD) may also increase the thoroughness of learning outcomes IPA. The percentage of students who complete the first cycle is 62.5% and the second cycle is 90.63% and an increase in the average score of N-Gain.Keywords: Learning Achievement, Cooperative STAD Abstrak: Penelitian ini bertujuan untuk meningkatan hasil belajar IPA pada siswa kelas VB SDN1 Sidokerto Kecamatan Bumiratu Nuban dengan menggunakan model pembelajaran cooperative tipe student teams achievement division (STAD).Penelitian ini termasuk dalam Penelitian Tindakan Kelas. Hasil penelitian menunjukkan bahwa model pembelajaran cooperative tipe student teams achievement division (STAD) dapat meningkatkan aktivitas belajar siswa, dilihat dari rata-rata persentase aktivitas belajar siswa pada siklus I sebesar 77% dan siklus II 85,5%. Penerapan model pembelajaran cooperative tipe student teams achievement division (STAD)juga dapat meningkatkan ketuntasan hasil belajar IPA. Persentase siswa yang tuntaspada siklus I sebesar 62,5% dan siklus II sebesar 90,63% dan terjadi peningkatan pada skor rata-rata N-Gain.Kata Kunci: Hasil Belajar, Cooperative tipe student teams achievement division (STAD).
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Dissertations / Theses on the topic "Student teams achievement divisions (STAD)"

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Shininger, Karl A. "The Benefits of Using STAD in a Middle School Mathematics Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281639234.

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Slagle, Daniel R. "The Use of the Cooperative Learning Strategy STAD to Promote Academic Achievement In a High School Social Studies Class." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281640160.

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Chang, Li-Wen, and 張力文. "The Effect of Scout Skill Learning on Using Teaching Strategy of “Student Teams Achievement Divisions（STAD）Combined With the Teaching Model of Expertlearning, The Patrol System and The Honor System”-Take Knotting Learning for Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/jv29hm.

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碩士
健行科技大學
國際企業經營系碩士班
104
The study is to explore to the effect of learning achievement on scout knotting by using the teaching model combined with two main systems in scout- expertlearning and student teams achievement divisions（STAD）. The research involved 9th grade junior high school students in Taoyuan City. We adopted the proposed teaching model in three classes as experimental group. Another three classes were adopted traditional teaching model as control group. During the experiment, we evaluated learning achievements by using “Personal knotting skill implementation scorecard”. The overall experiment lasted 14 weeks. After the end of knot teaching, we examined the results by using “Personal knotting skill evaluation form” and “Individual and team honors credit table”, to further discuss the difference of two groups on learning achievements. According to the experimental result, we analyze the data with descriptive statistics and t distribution test to have the analysis result as follows: 1. Both the grades of the experiment group in “Personal knotting skill implementation scorecard”, and “Individual and team honors credit table” are better than the control group, and the achievement of experiment group is also remarkable.There is no big difference at the part of “Personal knotting skill evaluation form”. 2. We can come to a conclusion; the learning achievement has positive significant effect by using the teaching strategy of STAD combined with the teaching model of expertlearning, the patrol system and the honor system. We provide the results and related suggestions as a reference for teaching and further researches in the future.
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Amponsah, Samuel. "The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/18335.

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The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Nwosu, Chidiebere Marcellinus. "The impact of cooperative instructional strategy on the performance of grade 09 learners in science." Diss., 2013. http://hdl.handle.net/10500/13334.

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Several studies and reports have indicated that grade 09 learners are underperforming in science. The underperformance of learners in science is very concerning and has evoked research interests into teaching strategies that can be used to improve the performance of learners in science. This study investigated the impact of student teams achievement divisions (STAD) cooperative instructional strategy on the performance of grade 09 learners in science. A mixed method approach specifically quasi-experimental design and interviews were used to collect data. The population for the study composed of grade 09 learners from Baltimore circuit in Limpopo. The sample consisted of sixty learners from two purposively selected secondary schools. The dependent samples t-test was used to analyze the data collected. The results revealed that student teams achievement divisions (STAD) cooperative instructional strategy resulted in better performance of learners in science than traditional teaching method. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to cooperative learning.
Science and Technology Education
M. Ed. (Natural Science Education)
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Lin, Chun-Ching, and 林俊卿. "An Action Research on Integrating Student Teams-Achievement Divisions with Creative Problem Solving." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/33745426237770556082.

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碩士
臺北市立教育大學
科學教育碩士學位學程
96
One class of the sixth graders in Taoyuan County was selected for this action research. Students were grouped by “heterogeneous grouping”, and then the skills of “Creative Problem Solving”（hereafter called CPS）were taught prior to the study. In order to obtain the best teaching outcome, the researcher spent half a year guiding the students to let them get acquainted with the skills of “CPS” thinking model, which were integrated into cooperative learning process of “Student Team-Achievement Divisions”（hereafter called STAD）. Questionnaires of CPS skill and cooperative learning skill were developed in the current study. In addition to the test on the skills of CPS and cooperative learning, self assessment and mutual assessment, observation record tables, and video taking during teaching process were also used to examine the teaching effects about students’ skills of CPS and cooperative learning of STAD. Pretests on skill of CPS and cooperative learning skill of STAD were administered. Two posttests were further held respectively after teaching students about two scientific topics of “easy machinery” and “liquid”. Furthermore, the question about whether the methods of CPS and STAD can really solve students' distraction were also investigated. A two-way ANOVA was used to analyze the results. It was shown that the effect of the teaching method was significant at 0.05 significance level. It was also found that girls outperformed boys. From the results, the eight skills among ten cooperative learning skills of STAD were improved while the other two skills were not. Besides, based on the results about the delayed test, it was also found that: 97% of the students believed that cooperative learning could promote thinking skill; 63% of the students thought it could arouse understanding of the material; 72% of the students thought it could arouse learning interest; 78% of the students believed that it could promote communication skill with others; 84% of the students believed it could improve friendship with classmates. The results indicated that this teaching method could really help students cooperate but fails to substantially prevent students from getting distracted. Thus, in order to help students to reduce their distraction, teacher should use CPS and STAD properly, or use other skills, such as suitable classroom management, counseling methods, group competition, reinforce board, and asking questions to help students get involved.
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Sun, Yuang-Ling, and 孫苑玲. "The Effects of Practicing Student Teams Achievement Divisions on Taiwanese Fifth Graders’ English Achievements and Learning Attitudes." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/g68np8.

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碩士
國立中正大學
外國語文研究所
103
The purpose of this study was to investigate the effects of Student Teams Achievement Divisions (STAD) on Taiwanese elementary school students’ academic achievements of English and their perceptions of STAD instruction. Based on quasi-experimental research design, the study involved two intact classes of fifth graders from an elementary school in Chia-yi City, Taiwan. They were assigned to be the experimental group, receiving STAD instruction, and the control group, receiving whole class instruction. The study lasted 12 weeks, including 24 class periods. This study collected data from pre-test, post-test, perception questionnaire, and selective interview. Both quantitative and qualitative procedures were utilized to analyze the data. Results indicated that both STAD and whole class instruction enhanced students’ academic achievements in English; however, the effects of STAD method was no greater than that of whole class instruction. Further analysis of students’ test performances by proficiency level found that the medium-proficiency students of the experimental group benefited more from STAD than their counterparts in the control group. Overall, students in the experimental group showed positive attitude towards STAD method. They agreed that STAD effectively enhanced their learning of English, improved their relationships with group mates, and students liked to study English more in a group than individually.
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FU, CHIUNG HUEI, and 傅瓊慧. "The Study of The Effects of Student Teams-Achievement Divisions on The Seventh Graders' Attitudes and Achievements of Learning Math." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s693fa.

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碩士
國立臺中教育大學
教育學系課程與教學碩士在職專班
106
The Study of The Effects of Student Teams-Achievement Divisions on The Seventh Graders' Attitudes and Achievements of Learning Math Adviser:Tseng,Jung-Hua Graduate student: Fu, Chiung- Huei Abstract The purpose of this study is to explore the effect of Student Teams-Achievement Divisions (STAD) on 7th grader students' learning attitude and achievements in Mathematics. The subjects of this study are 7th grader of Le-sheng Junior High school (pseudonym), there are 30 students in the experimental group and use STAD in Mathematics teaching, another 30 students in the control group and use Didactic teaching in Mathematics teaching. The experiment time was 8 weeks, 5 classes per week, 45 minutes per class; the experiment use self-made Mathematics achievement test and Mathematics learning attitude scale as the research tool to conduct the before and after test according to sample t-test and independent sample t-test after test. Then use STAD and Didactic teaching as independent variables to conduct single factor covariance analysis to determine if there is any significance differences? in Mathematics self-made achievement test and learning attitude when using different teaching methods on these two groups of students. After the experiment, students in the experimental group will fill out a feedback questionnaire, and the information gathered will be analyzed using qualitative information as a supplement. The result of this study shows: 1. There are significant differences between experimental group and control group in which the learning attitude of experimental group is much better than the control group that use Didactic teaching. 2. There are significant differences between experimental group and control group in which the learning achievement of experiment group is much better than the control group that use Didactic teaching. 3. Students have positive learning experience using STAD on Mathematics teaching. Based on the result of the study listed above, the researcher, instructors and future research provide relevant recommendations as a reference for future teaching and related research. Keywords: Student Teams-Achievement Divisions(STAD)、Mathematics learning attitude、Mathematics learning attitude、Mathematics learning achievement
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Yi, Liu Meng, and 呂孟宜. "The Effects of Adopting the Cooperative Learning Approach of Student’s Team Achievement Division (STAD) on English Learning Motivation and Achievement among the Eighth Grade Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/67044474289056880334.

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碩士
國立臺中教育大學
教育學系
97
The purpose of the study is to explore the effects of adopting the cooperative learning approach of Student’s Team Achievement Division (STAD) on English learning motivation and achievement among the eighth grade students. The pretest-posttest nonequivalent group design of quasi-experimental method is adopted. Two classes of the eighth-grade students from a junior high school in Taichung County, amounts to 52 objects of this study, were randomly assigned to the experimental group and the control group. The results of this study are analyzed with one-way ANCOVA. Additionally, the experimental group took the questionnaire on the cooperative learning approach of Student’s Team Achievement Division (STAD). The followings are the main findings of this study: 1. The experimental group scored higher on English learning motivation scale than the control group. 2. The experimental group scored higher on English learning motivation subscale “learning self-efficacy”, “learning locus of control” and “extrinsic goal orientation” than the control group. 3. No significant difference was found between the experimental group and the control group on the “intrinsic goal orientation” on English learning motivation subscale. 4. No significant difference was found between the experimental group and the control group on the total scores of English learning achievement test. 5. No significant difference was found between the experimental group and control group on the “vocabulary listening”, “vocabulary discrimination”, “sentence pattern listening” and “sentence pattern discrimination” scores of English achievement test. 6. The experimental group took positive attitudes toward the cooperative learning approach of Student’s Team Achievement Division (STAD). Finally, according to the analysis results of the data, the suggestions for implementing the cooperative learning approach and future studies are recommended.
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Book chapters on the topic "Student teams achievement divisions (STAD)"

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"Student Teams Achievement Divisions (STAD)." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4597.

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Masoabi, Charles Sechaba, and Greggory Alexander. "ENHANCING LEARNERS’ INTRINSIC MOTIVATION USING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) IN MULTICULTURAL CLASSROOMS OF SOUTH AFRICA." In Advances in Education and Educational Trends Series. inScience Press, 2021. http://dx.doi.org/10.36315/2021ead14.

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This chapter is drawn from a PhD study that employedStudent Team’sAchievement Divisions as a learning technique to enhance learners’ intrinsic motivation inTechnology Education within a South African multicultural school. The authors over the years observed learners’ actions, and interactions in Technology classes and realised that some of the learners find it difficult to engage in behaviour that arises within themselves -an aspect known as intrinsic motivation. Most learners in the Technology class, registered no concerns in obtaining low scores or failing the subject. However, a minority of the learner population obtained high achievement scores and maintained interest throughout lessons. This study explored the development of the ZPD in a cooperative learning context. The authorsusedSTAD, as a cooperative learning technique, in motivating learners intrinsically to increase their participation in class activities. The study explored STAD in1) closing the gap between pedagogy and content knowledge, and 2) intrinsically motivating learners to develop high levels of achievement in the subject of Technology. This study employed the Bricolage design in gathering data from two Grade eight Technology classes over a six-month period. The findings indicated that the learning environment cultivated learners’ development, curiosity, and positive attitude toward Technology.
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"Student Teams-Achievement Divisions in the Secondary Classroom." In Secondary Schools and Cooperative Learning. Routledge, 2014. http://dx.doi.org/10.4324/9781315047010-22.

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Febriana, R., Z. Akbara, and Mahdiyah. "The effectiveness of Student Team Achievement Division (STAD) on academic achievement and social behavior." In Regionalization and Harmonization in TVET. Routledge, 2017. http://dx.doi.org/10.1201/9781315166568-47.

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Conference papers on the topic "Student teams achievement divisions (STAD)"

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Verinita and Yanti. "Enhancement of Student Understanding of Marketing Management Seminar with STAD Method (Student Teams- Achievement Divisions)." In International Conference On Education Development And Quality Assurance. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008680300890091.

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Arisanty, Deasy, Nevy Farista Aristin, and Mrs Misna. "Application of Student Teams-Achievement Divisions (STAD) on Material of Land Degradation and Impact for Human." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.11.

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Maisarah Bahrun, Siti, Eng-Tek Ong, and Mohd Zikri Samngani. "The Effectiveness Of Cooperative Learning Stad Method (Student Teams-Achievement Division) On The Achievement In Islamic Religious Education." In Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/upiupsi-18.2019.31.

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Sari, Chynthia Pradiftha. "Modified student teams-achievement divisions (STAD) with case-based learning to improve the quality of respiratory and gastrointestinal pharmacotherapy course." In 2ND INTERNATIONAL CONFERENCE ON CHEMISTRY, CHEMICAL PROCESS AND ENGINEERING (IC3PE). Author(s), 2018. http://dx.doi.org/10.1063/1.5065039.

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Wu, Yueqin. "The Application of “Student Teams-Achievement Divisions Cooperative Learning (STAD CL)” Approach in College English Language Teaching (ELT) and Language Learners’ Communicative Competence Acquisition." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3457094.

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Atisnaini, Septiana Mar, and Ali Mustadi. "Comparative Learning Model of Student Teams Achievement Division (STAD) with Numbered Head Together (NHT) Toward Student Mathematics Learning Outcomes at University." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.82.

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Nisja, Indriani, Lira Hayu Afdetis Mana, Titiek Fujita Yusandra, and Sefna Rismen. "Ability of Writing Report on Observation Results Text in Class X SMA using Student Teams Achievement Division (STAD) Models Web-based." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008997102370241.

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Gumay, Ovilia Putri Utami, Eti Kodarsih, and Ahmad Budi Mulyanto. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 2 MUARA BELITI TAHUN PELAJARAN 2015/2016." In SEMINAR NASIONAL FISIKA 2016 UNJ. Pendidikan Fisika dan Fisika FMIPA UNJ, 2016. http://dx.doi.org/10.21009/0305010307.

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Gumay, Ovilia Putri Utami, Ety Kodarsih, and Budi Mulyanto. "PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR FISIKA SISWA KELAS X SMA NEGERI 2 MUARA BELITI TAHUN PELAJARAN 2015/2016." In SEMINAR NASIONAL FISIKA 2016 UNJ. Pendidikan Fisika dan Fisika FMIPA UNJ, 2016. http://dx.doi.org/10.21009/0305010313.

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Huda, Nadia Nurul. "Student Team Achievement Division (STAD) and Students’ Attitude Towards Writing Achievement at SMP N 34 Pekanbaru." In Eighth International Conference on Languages and Arts (ICLA-2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200819.026.

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