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

Results

An analysis of covariance and analysis of variance procedures were used to analyze the data. The specific hypotheses addressed in this study were:

There will be a significant difference between treatment (STAD) and comparison groups (traditional) on the criterion variable of academic achievement while holding pretest academic achievement constant;
There will be a significant difference between the treatment (STAD) and comparison groups (traditional) on the criterion variable of student attitude towards their social studies class.

Contrary to the first hypothesis, this study produced no significant difference between the achievement level of those taught by traditional methods and those instructed by the STAD technique LF(1,44)=.122,p=.728) [see table 1]. Both treatment and comparison groups improved approximately ten points on the posttest (see table 2). This may mean that taught by the STAD technique and those taught by traditional methods E(1,45)=.029, II=.865)[see table 3].
Qualitative instruments in the form of student and teacher surveys were also administered to provide further insight into the dynamics of the study. When treatment students were asked if they enjoyed working in groups during the study 94% answered positively. They commented that, "team work made studying easier; and discussing work with peers made it easier to remember important pointx" Seventysix percent reported that working in groups helped them learn course content and 71% reported that the team competition component of the technique made class more interesting. When treatment students were asked if they would prefer to use STAD to cover the next unit of study, 88% responded positively state that the technique, "made class more fun," and "made it easier to understand the work."

The teacher survey produced similar positive results. The teacher commented that the technique was an excellent presentation method for delivering course content and for encouraging students to work towards shared goals. She related that the STAD technique was easy to implement and administer and was particularly suited for a block schedule timetable (fewer classes with larger amounts of time during the day). She found few weaknesses in the technique and felt that it would be successful in other courses, with different ability levels and in other secondary grade levels.

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