The Effects of the STAD Cooperative Learning Model on Improving Sixth-Grade Students’ Reading Comprehension
Keywords:
STAD model, Cooperative learning, Reading comprehensionAbstract
The objectives of this research were to examine the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning model in enhancing primary students’reading comprehension and to explore their level of satisfaction with this instructional strategy. The participants were 30 Sixth-Grade students from Ban Nong Khan School, selected through purposive sampling. The study was conducted during the second semester of the 2022 academic year.
The instructional materials included six lesson plans that integrated English reading instruction with fairy tales, aligning with the STAD cooperative learning framework. Data collection instruments comprised
a 20-item multiple-choice English reading comprehension test, a satisfaction questionnaire with open-ended response items.
The results revealed a statistically significant improvement in students’reading comprehension after implementing the STAD model, with post-test scores surpassing pre-test scores at the .05 significance level. The students also expressed high levels of satisfaction across the three key areas:learning environment, instructional materials, and learning activities. These findings suggest that the STAD cooperative learning model effectively fosters reading comprehension and student engagement. It is recommended for broader application in similar educational contexts and further comparative studies.
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