Text-based STAD cooperative learning produces better affective learning outcomes than web-based STAD¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the affective aspect, text-based STAD (mean 78.34) outperformed web-based STAD (mean 69.24), a significant difference by ANOVA at 0.05. → Bambang Hariadi 2016

Evidence¶

Bambang Hariadi 2016¶

Bambang Hariadi, Tutut Wurijanto. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), Vol.5, No.3, pp. 189~199. http://iaesjournal.com/online/index.php/IJERE

q2 · i? · causal · r1

Affective outcomes were collected by observation during role-play activity after treatment and tested with two-path ANOVA (Table 6). The discussion states textual STAD "is proved to have better influence on learning result ... in affective aspect"; no effect size printed.

"theoretical and empirical foundation suggest that textual form STAD type of cooperative learning strategy (average value of 78.34) excels, better than the web -based form of the same type (average value of 69.24)."

Discussion¶

Related Claims¶

• Achiever motivation shows no significant effect or interaction with strategy on affective learning outcomes — related
• The web-based and text-based STAD groups did not differ significantly on the pretest — related
• Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course — related
• Learning strategy and achiever motivation interact significantly on cognitive study outcomes — related
• Students with high achiever motivation obtain significantly better cognitive study outcomes than students with low achiever motivation — related