Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting
| dc.contributor.advisor | Alexander, G. | |
| dc.contributor.advisor | van Wyk, M. M. | |
| dc.contributor.author | Masoabi, Charles Sechaba | |
| dc.date.accessioned | 2015-11-13T09:34:25Z | |
| dc.date.available | 2015-11-13T09:34:25Z | |
| dc.date.issued | 2015-01 | |
| dc.description.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. | en_ZA |
| dc.description.sponsorship | National Research Foundation (NRF) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/1653 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | STAD | en_ZA |
| dc.subject | Cooperative Learning | en_ZA |
| dc.subject | Technology | en_ZA |
| dc.subject | Social skills | en_ZA |
| dc.subject | Attitude | en_ZA |
| dc.subject | Academic performance and retention | en_ZA |
| dc.subject | Team learning approach in education | en_ZA |
| dc.subject | Academic achievement | en_ZA |
| dc.subject | Thesis (Ph.D. (Curriculum Studies))--University of the Free State, 2015 | en_ZA |
| dc.title | Designing a framework for the implementation of student teams achievement divisions (STAD) for technology in a cultural-diverse school setting | en_ZA |
| dc.type | Thesis | en_ZA |