THE EFFECT OF CO – CURRICULAR ACTIVITIES ON BASIC ACCOUNTING SKILLS IN THE DIGITAL ERA THROUGH COLLABORATIVE LEARNING MANAGEMENT USING THE STAD TECHNIQUE TO ENHANCE LEARNING ACHIEVEMENT FOR THIRD-YEAR VOCATIONAL CERTIFICATE STUDENTS

Abstract

The objectives of this research ware: 1) To compare students learning achievement in basic accounting skills in the digital era before and after participating in STAD-based co-curricular activities; 2) To compare the learning achievement after participating in the STAD-based co-curricular activities with the criterion of 70%; and 3) To study students’ satisfaction with STAD-based co-curricular activities on basic accounting skills in the digital era. A quasi-experimental design was employed, involving 20 third-year vocational certificate students majoring in accounting at La-ngu Industrial and Community Education College, selected through cluster sampling, with classrooms as the units of sampling. Research instruments included a manual for co-curricular activities, an academic achievement test, and a satisfaction questionnaire regarding the co-curricular activities. The statistics used in the research included mean, percentage, standard deviation, and t-test statistics. The research findings showed that: 1) The learning achievement in basic accounting skills in the digital era after participating in the co-curricular activities using the STAD cooperative learning technique was significantly higher than before the activities, at the 0.05 level of significance. 2) The learning achievement of student through the STAD cooperative learning technique of students after participating in the co-curricular activities was significantly higher than the set criterion of 70%, at the 0.05 level of significance. and 3) Students' satisfaction with the co-curricular activities through the STAD cooperative learning technique was at the highest level.