Effects of the student teams achievement approach on students' achievement in spelling. (c2010)

Abstract

This project tested the effects of cooperative learning, namely the students teams achievement approach (STAD) on students' achievement in spelling as opposed to the traditional approach. The researcher attempts to establish the following: Teaching spelling through the ST AD approach leads students to achieve higher scores on spelling assessments. To investigate this issue, the researcher used a pretest-posttest control group design. A study was conducted on two section of grade two in a private school in Lebanon. The sample of the study comprised 51 mixed-gender grade two students, selected from a private school in Beirut, Lebanon. The students were a middle class sample in terms of the socio-economic status. Their age was between seven and eight years old. The control group was one section out of four, and the number of students was 26. The experimental group was another section with a total number of 25 students. The results came contradictory to the hypothesis which stated that students' achievements of spelling test improve considerably after being taught via the cooperative learning strategies, namely the Student Team Achievement Division (STAD) strategy.