1. Learners’ perception of their STAD cooperative experience
Shing-Yu Lynn Tsai
Dr. Pi-Ying Teresa Hsu
Date: March 16, 2009

2. Ghaith, G. (2001). Learners’ perception of their STAD cooperative experience. System 29, 289-301.

3. STAD
Student S
Teams-
Achievement TA
Divisions D

4. STAD The Teacher lectures materials
& assigns a context
( at the restaurant)
Team members are assigned the roles( waiters, customers) A B
Role Play D C
Team members practice
the conversation.
( How to order the meal? )
The team members
show their performance.

5. Contents Introduction I. Methodology II. Result III. Limitation IV.
Reflection

6. Introduction The application of cooperative learning:
It suggested that learners working together acquire
more language and social skills than their counterparts
studying the same content under individualistic
classroom conditions.
(Bossert, 1988; Johnson, 1988)

7. Introduction Purposes:
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. Introduction Principles of Cooperative Learning
positive interdependence
Principles of
Cooperative
Learning
individual accountability
heterogeneous grouping
equal opportunity

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. 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. 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. Methodology Participants Place Grouping
61 seventh-grade students enrolled in EFL sections of junior high school
Participants
Place
Lebanon
30 low achievers
31 high achievers
Grouping

13. Lebanon

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. mixed-gender & mix-ability
Treatment
12 weeks
Period
Language art program
Program
14 heterogonous teams-
mixed-gender & mix-ability
Group

16. Treatment The STAD cooperative strategy Teacher’s lecture Team
recognition
Team study
Individual
quizzes

17. Statistical analysis Pearson Chi-square Dependent variables:
the participants’ responses to the scale
Pearson Chi-square Independent variables:
gender & achievement
( Q2 & Q3)

18. Result Most of male participants were more positive than female.
Table 1 Percentages of response by gender
Scale Useful Not frustrating Fun Interesting Worthwhile Clear Learning Recommend Contribution
Female 36% % % 60% % % % % %
Male % % % 62% % % % % %
Most of male participants were more positive than female.
However, most of female recommended this strategy.

19. Result For the contribution part, high achievers had more contribution
Table 2 Percentages of response by achievement level
Scale Useful Not frustrating Fun Interesting Worthwhile Clear Learning Recommend Contribution
Low % % % 63% % % % % %
High 51% % % 68% % % % % %
For the contribution part, high achievers had more contribution
than low achievers.

20. ？ Limitation The researchers divided students
into high achievers and low achievers.
Are there any intermediate students? ？

21. Reflection
Do you think it
is fair?
High
Low
Yes / No R H

22. Thank you for your listening!