The effects of Student Teams-Achievement Divisions on mathematics achievement in Yogyakarta rural pr...

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" The effects of Student Teams-Achievement Divisions on mathematics achievement in Yogyakarta rural primary schools "
W. Suyanto

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1113441
Doc. No	:	TLpq304436353
Main Entry	:	W. Suyanto
Title & Author	:	The effects of Student Teams-Achievement Divisions on mathematics achievement in Yogyakarta rural primary schools\ W. Suyanto
College	:	University of Houston
Date	:	1998
student score	:	1998
Degree	:	Ed.D.
Page No	:	149
Abstract	:	The purpose of this study was to investigate the impact of the Student Teams-Achievement Division (STAD) cooperative learning model on students' mathematics achievement and their perceptions of classroom environments in rural primary schools within the Yogyakarta Special Territory, Indonesia. A quasi-experimental pretest-posttest research design with intact groups was utilized in a one trimester time period from October 1997 to February 1998. The sample included 30 intact classes in 10 primary schools and involved 664 third-, fourth-, and fifth-grade students and their teachers. The third-, fourth-, and fifth-grade classes from five schools were selected as treatment classes while the third-, fourth-, and fifth-grade classes from another five schools were assigned as control classes. The experimental classes were taught by teachers trained in the use of the Student Teams-Achievement Divisions (STAD) method, while the control classes received the typical whole-class method of instruction from their teachers. Two forms of a standardized mathematics test (Tes Hasil Belajar) were administered and served as the pretest and posttest instruments. ANCOVA analyses were used to analyze the data with the pretest THB scores assigned as covariate. A series of t-test procedures were used to analyze the attitudinal data. A confidence level of 95% usd(p < .05)usd was used to determine the statistical significance of the analyses. The findings indicate that the STAD classes performed significantly higher on tests of mathematics knowledge than the traditionally instructed classes. When the effect of the STAD method was examined for each student grade level, the findings indicate that the third-grade and fifth-grade students in the STAD group performed significantly higher than students in the traditionally instructed classes. No significant differences in mathematics achievement were found between the fourth-grade students in the STAD group and those who were in the control group. The findings also indicate that the students in the STAD group had significantly higher attitudes toward classroom environment.
Subject	:	Achievement
	:	Education
	:	Indonesia
	:	Mathematics
	:	Primary schools
	:	Student Teams-Achievement Divisions