Abstract

EFFECTS OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) LEARNING STRATEGY ON STUDENTS’ PERFORMANCE IN MATHEMATICS IN SOUTH-WEST, NIGERIA

Oluwanife Segun, Falebita (Ph.D.) and Olajumoke Olayemi, Salami (Ph.D.)

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Abstract The study investigated the effects of Student Teams Achievement Divisions (STAD) learning Strategy on students’ performance in Mathematics in secondary school in south-west, Nigeria. A pretest, posttest control group quasi-experimental research design was employed for the study. A sample size of 168 SSS II students was selected from intact classes of four Public Secondary schools in south-western Nigeria using stratified random sampling technique. A validated research instrument, Mathematics Performance Test (MPT) was used for data collection. The MPT was administered to 40 students outside the study area for the reliability test of the instrument. The data gathered was analyzed using the Kudar-Richardson 20 (KR-20) formula, which yielded a reliability coefficient of 0.71. The experiment lasted for ten weeks. The experimental group was exposed to STAD learning strategy, while the control group was taught with the conventional learning strategy. The research instrument was administered to the students before and after treatment. The data gathered were analyzed using inferential statistics (ANCOVA). Three research hypotheses were generated and tested at a 0.05 level of significance. The study's finding revealed no significant gender effect on students' academic performance exposed to STAD and conventional learning strategy [F(1,163=0.459, p>0.05]. It also showed no significant location effect on students' academic performance exposed to STAD [F(1,163=0.335, p>0.05]. A significant ability level effect was found on students' academic performance when exposed to STAD [F(1,163=5.392, p<0.05]. As a recommendation, teachers are advised to embrace STAD learning strategies to break barriers to learning and enhance students’ performance in Mathematics. Keywords: Gender, Location, Ability Level, STAD, Performance, Mathematics.

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