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Student Teams Achievement Divisions (STAD) in a twelfth grade classroom: Effect on student achievement and attitude

Instruments


A teacher made 30 item multiple choice pretest was administered to both groups on the same day prior to the beginning of the treatment period. The same instrument was used as a posttest with additional short answer and essay questions. All test items were selected from the test bank which accompanied the textbook used for the unit of study and were criterion referenced to the school district's curriculum. The achievement test was validated by two experts (other teachers) who had nothing to do with the study.

The Estes Attitudinal Scale was administered to measure student attitude toward the class. The instrument contained seventy-five questions evaluating student attitude toward five subject areas. This instrument used a five point Likert scale ranging from "strongly agree" to "strongly disagree." The Estes Attitude Scale had a reported consistency and reliablility with coefficients ranging from .76 to .93. The construct validity was examined by assessing extrinsic measures and intrinsic measures. The results indicated both convergent and discriminative validity of individual interests were met (Estes, Estes & Richards, 1985).


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