Learners’ perception of their STAD cooperative experience  Shing-Yu Lynn Tsai  Dr. Pi-Ying Teresa Hsu Date: March 16, 2009
<ul><li>Ghaith, G. (2001).  Learners’ perception  </li></ul><ul><li>of their STAD cooperative experience.  </li></ul><ul><...
STAD Student S Divisions D  Teams- Achievement TA
STAD Role Play The Teacher lectures materials  & assigns a context ( at the restaurant)  Team members are assigned the rol...
Contents Reflection Limitation IV.   Introduction   I.   Methodology  II. Result III. V.
Introduction <ul><li>The application of cooperative learning:  </li></ul><ul><li>It suggested that learners  working toget...
Introduction <ul><li>Purposes:  </li></ul>It investigated middle school learners’ perceptions of the enjoyableness and eff...
Introduction positive interdependence  individual accountability Principles of Cooperative Learning  heterogeneous groupin...
Research Questions Q1:What do middle school learners think of  their STAD experience?  The participants’ perceptions of th...
Research Questions Q2: Do high-achieving learners differ from  the low-achieving learners in their  perception of their ST...
Research Questions Q3: Do male and female learners differ in  their perception of their STAD  experience?  Most of males’ ...
Methodology Participants Place  Lebanon  Grouping  30 low achievers 31 high achievers  61 seventh-grade students enrolled ...
Lebanon
Instrument the participants’ perceptions of the amount of their own learning Semantic Differential Scale  whether they wou...
Treatment Period Program Group Language art program  12 weeks  14 heterogonous teams- mixed-gender & mix-ability
Treatment Team  recognition Teacher’s lecture Individual  quizzes Team study The STAD cooperative strategy
Statistical analysis  Pearson Chi-square Independent variables: gender & achievement ( Q2 & Q3)  Pearson Chi-square Depend...
Result <ul><li>Table 1  </li></ul><ul><li>Percentages of response by gender </li></ul>Scale  Useful  Not frustrating  Fun ...
Result <ul><li>Table 2  </li></ul><ul><li>Percentages of response by achievement level  </li></ul>For the contribution par...
Limitation  The researchers divided students  into high achievers and low achievers. Are there any intermediate students?  ?
Reflection Do you think it is fair? Yes / No R H High Low
<ul><li>Thank you for your listening!  </li></ul>
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  1. 1. Learners’ perception of their STAD cooperative experience Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu Date: March 16, 2009
  2. 2. <ul><li>Ghaith, G. (2001). Learners’ perception </li></ul><ul><li>of their STAD cooperative experience. </li></ul><ul><li>System 29 , 289-301. </li></ul>
  3. 3. STAD Student S Divisions D Teams- Achievement TA
  4. 4. STAD Role Play The Teacher lectures materials & assigns a context ( at the restaurant) Team members are assigned the roles( waiters, customers) The team members show their performance. Team members practice the conversation. ( How to order the meal? ) D B C A
  5. 5. Contents Reflection Limitation IV. Introduction I. Methodology II. Result III. V.
  6. 6. Introduction <ul><li>The application of cooperative learning: </li></ul><ul><li>It suggested that learners working together acquire </li></ul><ul><li>more language and social skills than their counterparts </li></ul><ul><li>studying the same content under individualistic </li></ul><ul><li>classroom conditions. </li></ul><ul><li>(Bossert, 1988; Johnson, 1988) </li></ul>
  7. 7. Introduction <ul><li>Purposes: </li></ul>It investigated middle school learners’ perceptions of the enjoyableness and effective of the STAD strategy in teaching EFL. It examined the effect of gender and prior achievement on learners’ perceptions of their cooperative experience.
  8. 8. Introduction positive interdependence individual accountability Principles of Cooperative Learning heterogeneous grouping equal opportunity
  9. 9. Research Questions Q1:What do middle school learners think of their STAD experience? The participants’ perceptions of their STAD experience tend to be on the positive rather than negative.
  10. 10. Research Questions Q2: Do high-achieving learners differ from the low-achieving learners in their perception of their STAD experience? Yes, high achievers had more contribution than low achievers.
  11. 11. Research Questions Q3: Do male and female learners differ in their perception of their STAD experience? Most of males’ perception were more positive than females’. However the male participants didn’t recommend the use of STAD while all of the female participants recommended use of this strategy.
  12. 12. Methodology Participants Place Lebanon Grouping 30 low achievers 31 high achievers 61 seventh-grade students enrolled in EFL sections of junior high school
  13. 13. Lebanon
  14. 14. Instrument the participants’ perceptions of the amount of their own learning Semantic Differential Scale whether they would recommend CL in other class or not their perception of the amount of their contribution to the learning of their group mates
  15. 15. Treatment Period Program Group Language art program 12 weeks 14 heterogonous teams- mixed-gender & mix-ability
  16. 16. Treatment Team recognition Teacher’s lecture Individual quizzes Team study The STAD cooperative strategy
  17. 17. Statistical analysis Pearson Chi-square Independent variables: gender & achievement ( Q2 & Q3) Pearson Chi-square Dependent variables: the participants’ responses to the scale
  18. 18. Result <ul><li>Table 1 </li></ul><ul><li>Percentages of response by gender </li></ul>Scale Useful Not frustrating Fun Interesting Worthwhile Clear Learning Recommend Contribution Female 36% 30% 49% 60% 53% 50% 49% 61% 49% Male 66% 66% 53% 62% 58% 80% 83% 33% 55% Most of male participants were more positive than female. However, most of female recommended this strategy.
  19. 19. Result <ul><li>Table 2 </li></ul><ul><li>Percentages of response by achievement level </li></ul>For the contribution part, high achievers had more contribution than low achievers. Scale Useful Not frustrating Fun Interesting Worthwhile Clear Learning Recommend Contribution Low 53% 23% 53% 63% 52% 75% 63% 60% 33% High 51% 36% 51% 68% 61% 69% 74% 57% 74%
  20. 20. Limitation The researchers divided students into high achievers and low achievers. Are there any intermediate students? ?
  21. 21. Reflection Do you think it is fair? Yes / No R H High Low
  22. 22. <ul><li>Thank you for your listening! </li></ul>

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