Students taught through the STAD model of cooperative learning achieved significantly higher mathematics learning achievement than students taught through problem-based learning.¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The STAD group scored significantly higher on the mathematics learning achievement post-test than the PBL group after controlling for pre-test scores (F = 434.716, p < .01). → Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016
Evidence¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr 2016¶
Tawachai Rattanatumma and Dr.Vichian Puncreobutr. (2016). Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099565
q3 · i? · causal · r1
A quasi-experimental randomized control-group pretest-posttest study with 25 students per group. One-Way ANCOVA on post-test mathematics achievement scores, controlling for pre-test scores, showed a significant effect of teaching method favoring STAD (F = 434.716, p < .01), with R Squared = .924.
"The results of One-Way ANCOV A indicates that there is a significant effect of teaching methods on Mathematics learning achievement of the students after controlling their normal scores of mathematics learning achievement before taught using the specific methods, (F, .750), P>0.05 and after using the methods (F, 434.716), P<0.01"
Discussion¶
Related Claims¶
- Both teaching methods improved students' post-test scores over their pre-test scores in mathematics learning achievement and problem solving ability. — related
- Students taught through the STAD model of cooperative learning achieved significantly higher problem solving ability than students taught through problem-based learning. — related
- A cooperative learning program produced significantly higher mathematics achievement than traditional teaching in fourth-grade students — related
- STAD cooperative learning alone and traditional teaching have approximately equal effects on undergraduate achievement in electrochemical cells — related
- The STAD group showed a larger descriptive gain in problem solving ability than the PBL group. — related
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