Use of student teams-achievement divisions approach in science for verbal interactions and performance among year four pupils / Rhubhambikhei Murugan

• Main Author: Rhubhambikhei , Murugan
• Format: Thesis
• Published: 2020
• Subjects: LB1501 Primary Education; Q Science (General)
• Online Access: http://studentsrepo.um.edu.my/15126/1/Rhubhambikhei.pdf; http://studentsrepo.um.edu.my/15126/2/Rhubhambikhei.pdf; http://studentsrepo.um.edu.my/15126/

The purpose of this study was to investigate the verbal interactions and performance of selected Year Four science pupils in National Type Tamil School. Generally, National Type Tamil school pupils are passive and tend to be listeners in the classroom. Even though pupils talk, they do more social talk and there is no increase in pupils’ cognitive skills. Hence, this research focuses on pupils’ verbal interactions among their cooperative group members when using the prepared Student Teams-Achievement Divisions (STAD) Teaching and Learning Guide. STAD Teaching and Learning Guide was prepared to help teachers to promote verbal interactions among pupils. The guide contained teaching strategies such as Think-Pair-Share, and sample of lesson plans for teachers. The research objectives were (i) to investigate pupils’ verbal interactions during implementation of STAD cooperative learning approach in science classroom, (ii) to determine the pupils’ performance in science lesson after implementing the STAD cooperative learning approach and (iii) to describe pupils’ perception on STAD cooperative learning approach. Qualitative exploratory research design was utilized in this study. Twelve Year Four science pupils from a national type Tamil primary school were selected. These pupils were selected based on convenient sampling. The research was conducted for duration of three months and covered five topics in Year Four science syllabus. Data collection techniques included classroom observations, individual quizzes and interview sessions. Using constant comparative data analysis method, six broad themes were identified for the pupils’ verbal interactions. There were Elaboration, Question, Short Response, Engages, Directs, Interruptions and Initiations. For the theme Elaboration, there were two categories: ‘elaborations for task management’ and ‘elaborations for content related matters’. Using a marking scheme the pupils’ individual quizzes were analyzed. The findings of this quizzes revealed that low achievers were able to answer higher order thinking skills (HOTS) questions after each cooperative task. Pupils’ interview analysis showed that pupils had both positive and negative perceptions of STAD cooperative approach. The pupils’ positive perceptions of STAD cooperative approach were they felt engaged in group task; there was teamwork, better content understanding and peer support. Whereas, the negative perceptions were mismatch of group members and burdened with lower ability peers. It is hoped that the findings can provide an insight to the stakeholders and policy makers on how pupils interact verbally in a science classroom through a cooperative approach.