The Impact of a Modified Student Teams Achievement Divisions (STAD) on Student’s Academic Performance in Elementary Economics
The purpose of this study was to determine the impact of a modified Student Teams Achievement Divisions as a cooperative learning technique on student’s academic performance in elementary economics. The statement of the hypothesis: ”There will be no significant difference in academic achievement of Baccalaureus Educationis (B.Ed) students when elementary economics is taught using a modified Student Teams Achievement Divisions (STAD) as a cooperative learning technique compared being taught using a lecture method. This research study was done in the Department of Curriculum Studies in the School of Education at the University of the Free State. Data was collected in elementary economics module EEE 112 involving one hundred and eight third year students during the first semester. The independant variable was the implementation of a modified STAD as a teaching technique and the dependent variable was student academic achievement. A t-test was used as a statistical tool to determined the impact of a modified STAD on academic achievements of the two groups. The findings of this research study showed that the modified STAD produced no significant difference in academic achievement in elementary economics measured by all six assessment instruments.
Keywords: Cooperative Learning, Student Teams Achievement Divisions (STAD), Academic Achievement, Quasi-experimental Research, Experimental Group, Control Group, Group Processing, Role Interdependence
Micheal M. Van Wyk
Lecturer, Department Curriculum Studies, University of the Free State
Dr. Khazamula Samson Milondzo
Senior Lecturer, Department of Curriculum Studies, University of the Free State
I am interest in Religious Education.