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

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dc.contributor.author Khneisser, Catherine
dc.date.accessioned 2011-04-26T13:02:51Z
dc.date.available 2011-04-26T13:02:51Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-04-26
dc.date.submitted 2010-01
dc.identifier.uri http://hdl.handle.net/10725/424
dc.description Includes bibliographical references (leaves 45-54). en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.subject Team learning approach in education en_US
dc.subject Language and languages -- Orthography and spelling en_US
dc.title Effects of the student teams achievement approach on students' achievement in spelling. (c2010) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200500418 en_US
dc.author.commembers Layla Harmoush en_US
dc.author.woa OA en_US
dc.author.department MA in Education en_US
dc.description.physdesc 1 bound copy: 64 leaves; 30 cm. available a RNL. en_US
dc.author.division Education en_US
dc.author.advisor Rima Bahous en_US
dc.identifier.doi https://doi.org/10.26756/th.2010.30 en_US

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