Web-based STAD cooperative learning produces significantly higher cognitive study outcomes than text-based STAD in an Organizational Behavior course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · 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.
q2 i? Students taught with web-based STAD scored significantly higher on the cognitive post-test (mean 78.12) than students taught with text-based STAD (mean 71.37), F = 9.501, p = .003. → 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
Quasi-experimental nonequivalent control group factorial study of 67 undergraduates in the Organizational Behaviors course; ANOVA in Table 5 reports Learning Strategy F = 9.501, Sig. .003. The web-based group mean was "average score of 71.37" for the textual group versus 78.12 for web-based.
"application of web -based STAD type of cooperative learning strategy accomplishes average score is 78.12. Whereas textual STAD type of cooperative learning strategy accomplishes average score of 71.37."
Discussion¶
Related Claims¶
- The web-based and text-based STAD groups did not differ significantly on the pretest — related
- STAD cooperative learning alone and traditional teaching have approximately equal effects on undergraduate achievement in electrochemical cells — related
- Teaching electrochemical cells via STAD cooperative learning combined with models raises undergraduate achievement more than STAD alone or traditional teaching — related
- Learning strategy and achiever motivation interact significantly on cognitive study outcomes — related
- Text-based STAD cooperative learning produces better affective learning outcomes than web-based STAD — related
- Students with high achiever motivation obtain significantly better cognitive study outcomes than students with low achiever motivation — related
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