The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students

The study was conducted to examine the students’ mathematic achievement and retention when a cooperative learning method of Student Team Achievement Division (STAD) is used in a Thailand primary school. The research design selected for this study was quasi-experimental. A total of 72 students took p...

Full description

Saved in:
Bibliographic Details
Main Authors: Khun-Inkeeree, Hareesol, Omar-Fauzee, Mohd Sofian, Othman, Mohamad Khairi
Format: Article
Language:English
Published: Open Access Publishing Group 2018
Subjects:
Online Access:http://repo.uum.edu.my/26296/1/EJES%205%202%202018%2033%2047.pdf
http://repo.uum.edu.my/26296/
https://www.oapub.org/edu/index.php/ejes/article/view/1929
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.uum.repo.26296
record_format eprints
spelling my.uum.repo.262962019-08-28T01:08:07Z http://repo.uum.edu.my/26296/ The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students Khun-Inkeeree, Hareesol Omar-Fauzee, Mohd Sofian Othman, Mohamad Khairi LB1501 Primary Education The study was conducted to examine the students’ mathematic achievement and retention when a cooperative learning method of Student Team Achievement Division (STAD) is used in a Thailand primary school. The research design selected for this study was quasi-experimental. A total of 72 students took part in the study and they were selected by fishbowl random sampling technique that divided them into two groups equally (control and treatment group). The 50-items are School-Based Test is formatted in the multiple-choice pattern to examine the equivalence of the academic ability of the participants of 6th grade students in 6 topics: area/perimeter, geometry, algebra, graphing, data management and probability. Overall, the participants of this study had undergone 3 tests: pretest, post-test 1 and post-test 2. ANOVA Repeated Measure was used in analysing the data. The result showed that the cooperative learning by STAD technique is most positive effective in the students’ mathematic achievement and retention. This study argues that the cooperative learning of STAD technique can facilitate students’ achievement and retention in Mathematics. Consequently, this cooperative learning technique is recommended in learning and teaching Mathematics. Open Access Publishing Group 2018 Article PeerReviewed application/pdf en http://repo.uum.edu.my/26296/1/EJES%205%202%202018%2033%2047.pdf Khun-Inkeeree, Hareesol and Omar-Fauzee, Mohd Sofian and Othman, Mohamad Khairi (2018) The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students. European Journal of Education Studies, 5 (2). pp. 33-47. ISSN 2501 - 1111 https://www.oapub.org/edu/index.php/ejes/article/view/1929
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LB1501 Primary Education
spellingShingle LB1501 Primary Education
Khun-Inkeeree, Hareesol
Omar-Fauzee, Mohd Sofian
Othman, Mohamad Khairi
The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
description The study was conducted to examine the students’ mathematic achievement and retention when a cooperative learning method of Student Team Achievement Division (STAD) is used in a Thailand primary school. The research design selected for this study was quasi-experimental. A total of 72 students took part in the study and they were selected by fishbowl random sampling technique that divided them into two groups equally (control and treatment group). The 50-items are School-Based Test is formatted in the multiple-choice pattern to examine the equivalence of the academic ability of the participants of 6th grade students in 6 topics: area/perimeter, geometry, algebra, graphing, data management and probability. Overall, the participants of this study had undergone 3 tests: pretest, post-test 1 and post-test 2. ANOVA Repeated Measure was used in analysing the data. The result showed that the cooperative learning by STAD technique is most positive effective in the students’ mathematic achievement and retention. This study argues that the cooperative learning of STAD technique can facilitate students’ achievement and retention in Mathematics. Consequently, this cooperative learning technique is recommended in learning and teaching Mathematics.
format Article
author Khun-Inkeeree, Hareesol
Omar-Fauzee, Mohd Sofian
Othman, Mohamad Khairi
author_facet Khun-Inkeeree, Hareesol
Omar-Fauzee, Mohd Sofian
Othman, Mohamad Khairi
author_sort Khun-Inkeeree, Hareesol
title The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
title_short The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
title_full The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
title_fullStr The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
title_full_unstemmed The effects of Student Achievement Team-Division (STAD) on achievement and retention in mathematics of Thai students
title_sort effects of student achievement team-division (stad) on achievement and retention in mathematics of thai students
publisher Open Access Publishing Group
publishDate 2018
url http://repo.uum.edu.my/26296/1/EJES%205%202%202018%2033%2047.pdf
http://repo.uum.edu.my/26296/
https://www.oapub.org/edu/index.php/ejes/article/view/1929
_version_ 1644284562486853632
score 13.159267