| Summary: | 碩士 === 國立中正大學 === 外國語文研究所 === 103 === The purpose of this study was to investigate the effects of Student Teams Achievement Divisions (STAD) on Taiwanese elementary school students’ academic achievements of English and their perceptions of STAD instruction. Based on quasi-experimental research design, the study involved two intact classes of fifth graders from an elementary school in Chia-yi City, Taiwan. They were assigned to be the experimental group, receiving STAD instruction, and the control group, receiving whole class instruction. The study lasted 12 weeks, including 24 class periods. This study collected data from pre-test, post-test, perception questionnaire, and selective interview. Both quantitative and qualitative procedures were utilized to analyze the data.
Results indicated that both STAD and whole class instruction enhanced students’ academic achievements in English; however, the effects of STAD method was no greater than that of whole class instruction. Further analysis of students’ test performances by proficiency level found that the medium-proficiency students of the experimental group benefited more from STAD than their counterparts in the control group. Overall, students in the experimental group showed positive attitude towards STAD method. They agreed that STAD effectively enhanced their learning of English, improved their relationships with group mates, and students liked to study English more in a group than individually.
|
|---|
