Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting
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Date
2015-01
Authors
Masoabi, Charles Sechaba
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Cooperative learning is a teaching approach whereby learners work together so that
the group members can gain a joint benefit from the group activity. One particular
cooperative learning teaching technique, student teams achievement divisions
(STAD) has been described as the simplest of a group of cooperative learning
techniques referred to as Student Teams Learning Methods. In the STAD approach
students are assigned to four or five member teams reflecting a heterogeneous
grouping of high, average and low achieving students of diverse ethnic backgrounds
and different genders. Moreover, STAD, as a cooperative learning technique is
supported by a constructivist paradigm that suggests learners construct and apply
knowledge as they interact with one another or the teacher and their environment.
This doctoral study explored the effects of (STAD) on learners’ social skills, attitudes,
academic performance and retention of taught content in Technology as a subject.
The study expatiated on various theories, such as motivation theories, selfdetermination
theory, self-efficacy theory and cooperative learning theory as theories
that formed the basis for using STAD in Technology. The researcher employed
STAD in Grade 8 Technology classes for the purpose of fulfilling the aim of the
study. This research is guided by the interpretive and methodological bricolage
designs during the fieldwork for collection of data and data analysis. Data was
collected on learners working in STAD cooperative learning groups. The data was
gathered at school as a social and cultural setting where learners are taught to adapt
particular traditions and social interactions intended to impact positively on their
social skills, attitudes, academics and motivation levels. The researcher observed
groups’ interactions, processes and how learners communicate with each other
amongst their groups. This study employed the Bricolage design, qualitative
methods of collecting data and quantitative methods to achieve the requirements of
this inquiry. Therefore the findings of this study have indicated that the environment
played an influential role in cultivating learners’ social skills and positive attitude
toward Technology as a school subject. Furthermore, STAD has shown to be
instrumental in developing learners’ self-efficacy and self-determination that could
eventually build up intrinsically motivated learners regarding high academic
achievement.
Description
Keywords
STAD, Cooperative Learning, Technology, Social skills, Attitude, Academic performance and retention, Team learning approach in education, Academic achievement, Thesis (Ph.D. (Curriculum Studies))--University of the Free State, 2015