The effectiveness of the Student Teams-Achievement Divisions (STAD) in the teaching of calculus

• Main Author: Legaspi, Fe P.
• Format: text
• Language: English
• Published: Animo Repository 1997
• Subjects: Teaching methods; Mathematics > Study and teaching; Calculus; Teaching effectiveness; Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1799
• Institution: De La Salle University

This study examines the effects of cooperative learning approach STAD (Student Teams - Achievement Divisions) versus the traditional approach of teaching topics in Math 224 (Integral Calculus). Effects were measured in terms of student's achievement and attitude towards the subject. The sample consisted of two intact classes in Integral Calculus of the BTech Program at TUP Cavite during the 2nd semester of school year 1996-1997. They were selected at random into the experimental and the control groups. Pretest and posttest on academic achievement were administered using a achievement test prepared by the researcher and validated by the Math 224 (Integral Calculus) instructors at TUP who were teaching the subject for at least five years. The affective outcomes were measured by the Mathematical Attitude Inventory which was constructed and validated by Dr. Ibe. The researcher handled both classes for six weeks. In the experimental group, small groups of 4-5 students were formed. STAD activities were given. No re-grouping was done in the control group. The same topics were taught and the same sets of exercises and assignments were given to both groups. Data were treated using t-test for dependent samples to determine the possible presence of significant difference in the achievement and attitude towards mathematics of each of the two groups before and after the experiment. A comparison of the post-experimental attitude scores of the control group with those of the experimental group was done using t-test for independent samples. Analysis of covariance was used to compare significant differences in the achievement posttest scores of the experimental and the control groups. Results showed significant differences in the pretest and posttest achievement of both groups. In terms of achievement mean scores, the students in the experimental group achieved significantly higher on academic outcomes. On the affective outcomes, students in the experimental group showed significant differences in their attitudes before and after the experiment while on the control group, no difference was found in their attitude towards mathematics. Further comparing the attitudes of both groups after the experiment, no significant differences were found. Results also revealed that pretest achievement and final grade in Math 213 (Differential Calculus) can determine the performance of students in Math 224 (Integral Calculus).It is concluded that the use of cooperative learning effects better achievement in Integral Calculus. It also enhances the development of positive attitude toward the subject.