• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.65-85
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• 2003

The purpose of this research is to increase mathematical problem solving abilities VIa STAD evaluation after completing classes. to which ST AD group study is applied, and promoting the learning accomplishments of students by developing gradual self-leading learning materials about the research project on ' How to use an hour math class efficiently\ulcorner ' For this purpose, the items below were studied. Firstly, gradual self-leading learning materials were developed and applied which were composed of textbook abstracts, basic problems, developing problems and intensive problems rather than existing textbooks. Secondly, the ST AD group study model was selected and applied which invokes competitions among small groups of which learning goals were clear. individual responsibility was important. and successive opportunities were equal. The evaluation using STAD at each end of a chapter was announced instantly using the EXCEL scoring system. Though the results of experimental classes were limited in their size. experimental time, and class selection, there were meaningful changes in the aspect of being able to heighten the accomplishment desire of students by inducing voluntary competitions among small groups without any student omitted. As the result of applying this research to my class, the ST AD group study using gradual self-leading learning materials invoked the interests of students and increased learning accomplishments via increasing problem solving abilities in mathematics. The ST AD group study was easy to use by beginning teachers, and its process was simple. It increased interactions among students and learning motives because its compensation system was open to all students. Among various studying methods for small groups. STAD group study is expected to be widely used for mathematics classes.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.141-148
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• 2006

The purpose of this study is to examine the efforts of cooperative loaming through a student team-achievement division(STAD) model on elementary school students' learning achievements and science ,elated attitudes toward the field of astronomy. This study was conducted using 72 students of the fifth-grade class in a elementary school in Busan. The 18 science lessons of the 'Family of the sun' were executed over 6 weeks in the fifth-year students classes. In this study, the experimental group were exposed to cooperative learning through STAD and the contrast group were exposed to a traditional teacher-centered class. The results show that the STAD class of the experimental group had a greater effect upon the elementary school students' science learning achievement and science related attitudes toward the field of astronomy than those of the comparison group. Additionally, the students recognized that cooperative learning provokes both interest in loaming and in their studies generally and also they expressed a desire to continue with cooperative teaming methods.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.101-109
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• 2002

A cooperative teaming has been taken to consolidate the autonomous motivation of students and to develop a desirable attitude in a mutual cooperative atmosphere. Some studies on the reward effect showed that the reward after the evaluation, in the processes of cooperative learning, worked on students' learning motive directly, and the group reward was effective in learning attitude and the individual reward in academic achievement, respectively. Assuming that the group reward and the individual reward are organized and applied as a complex reward, the effects of rewards will appear, this study examined the effect of the complex reward on academic achievement and teaming attitude. For this study. 2 classes were randomly selected out of a elementary school in Gwangju and the teaming unit was based on chapter 4「The structure and function of plants」 in the 5-1 elementary Science textbook. This research has been done for 4 weeks after the students learned STAD for 8 weeks previously. The learning attitude was examined in pre and post tests, and the academic achievement was inspected twice at 2-week intervals after the pre test. The results were analysized by the SAS program In the case of academic achievement, both groups showed a significant improvement(p<.05). The experimental group showed no significant improvement in the first test, compared with the control group(p>.05), but after 4 weeks, it showed a significant improvement in the second test, compared with the control group(p<.05). From this result, it is identified that the reward should be done for a long time and the individual reward of the complex reward is successful in improving academic achievement. However, in the case of learning attitude, there was no meaningful difference in both groups(p>.05). But the control group showed a significant improvement, compared with the experimental group(p<.05). According to this result, it is indicated that the group reward only is more effective in improving learning attitude and complex reward can decrease the individual competition in experimental group.

• School Mathematics
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• v.5 no.4
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• pp.541-553
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• 2003

The purposes of this study are to look into the changing processes of mathematical beliefs and attitudes of the students and to propose the plans how to manage cooperative learning, what can contribute to cognitive affective domains of mathematics learning in applying STAD-based cooperative loaming to mathematics class. So we, the researchers performed cooperative learning in the fifth grade of elementary school and did the exams of mathematical beliefs and attitudes, interviews, supplementary Questions. And students showed meaningful changes in 'the need of cooperative learning', 'critical thinking', 'the acceptance of thoughts of others'. Meanwhile, there were possibilities what all the members of one group can't recognize their errors in STAD, so we proposed 'Tongsinsa'. And we presented concrete methods how to reconstruct groups and somethings to consider when students are not satisfied with the group activities.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.55-74
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• 2005

This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).

• The Mathematical Education
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• v.45 no.4 s.115
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• Journal of Korean Home Economics Education Association
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• v.12 no.2
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• pp.65-79
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• 2000

The purpose of this study was to suggest the most effective method of group formation necessary fro the cooperative learning of the home economics in the middle school. For this purpose, 12 classes students in the 3rd grade of a middle school in Inchon City have been divided as 3 groups: 4 classes were consisted of the groups by the records, 4 classes by close friend. and 4 classes by lot. The STAD method of the cooperative learning methods has been evenly introduced to all 12 classes for 10 hours in 10 weeks. After those sessions. some questionnaires asking . and were collected from all students, Data, which were analyzed by the method of group formation for male and female students groups, showed following results: 1. The most effective group forming method was the group consisted by lot. This group was more effective than the group by close or the group by records. 2. While male students were influenced by the group forming method in the cooperative learning. female students were not. 3. More activity of the groups resulted more effects of the cooperative learning and made more positive attitude to the study of the home economics, and thus. teachers should care for the activity of each to make the students cooperative and to activate in the class.

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.63-73
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• 2004

This study investigated the effect of cooperative learning on the middle school students’ conceptual change of atmospheric and water cycle and also examined the verbal interaction patterns in a cooperative group. The study also analyzed the relationship between the verbal interaction and students’ conceptual change in the cooperative learning situation. Two classes from a middle school were selected as an experimental group (cooperative learning group, n = 37) and a control group (traditional learning group, n = 37), respectively. The experimental group was taught by STAD cooperative learning model and received collaborative skill training. The results of the study can be summarized as follows: first, there were no significant differences in conceptual change between the two groups. As for the middle-achieving students on the pretest, however, the score of the cooperative learning group was significantly higher than that of the traditional learning group. Secondly, verbal interaction in the cooperative learning situation mainly happened among high- and middle achieving students. In addition, the students who were successful in undergoing conceptual change had more frequent verbal interactions than the students who were not. The study suggests that it is more important to interact between a teacher and students than to interact between the students and students in order to correct students’ misconception.

• Journal of The Korean Association For Science Education
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• v.23 no.1
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• pp.35-46
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• 2003

Problem solving ability, having been thought as one of the most important goals of science education is also a primary task for the current education. Indeed, the students' problem solving ability has shown almost no actual progress, despite our long accumulated science education. Under this circumstances, cooperative learning, a way to grow students' positive inter-dependence and problem solving ability in the basis of their active participation and discussion, was proposed as an effective teaching method. But, results have not consistently shown the advantage of cooperative learning over traditional learning for promoting academic achievement in science. Studies have consistently shown greater effectiveness on affective aspects. But, relatively few have focused on biology in Korea. The purpose of this study was to examine the effects of cooperative learning on the achievement and attitude of high school biology students. The pretest-posttest control group design was applied. The sample consisted of 50 11th-grade female students in experimental group(cooperative learning Student Team Achievement Division model) and 50 students in control group(traditional learning). Students in both groups recieved identical content instruction on the unit 'II. Methabolism'. These groups were treated for 13 hours during 5 weeks. Achievement data were collected using a 24-item multiple-choice test(content validity= .85). Science attitude was measured by an instrument which adapted by Kim In Hee(1994). The instrument(Cronbach $\alpha$=.89) included 40 items in four subscales: attitude toward science, social meaning of science, attitude toward science class, and scientific attitude. An analysis of covariance (ANCOVA) was used as the data analysis procedure. For the achievement data, no significant difference exists between the cooperative and traditional groups (p> .05). But, cooperative learning was effective in low-ability students(p < .05). For the science learning attitude data, cooperative learning was more effective than the traditional one(p< .05). Students in the cooperative group acheived better than those in traditional one especially in the subscale of attitude toward science class. There was no meaningful difference of the two methods in both high and average ability students, while cooperative learning was more effective than the traditional one in low ability students(p<.05).

• Journal of the Korean Chemical Society
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• v.57 no.3
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• pp.389-397
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• 2013

In this study, the effects of STAD cooperative learning strategy on students' achievement, learning motivation, perceptions of learning environment, and perceived classroom goal structure were investigated in terms of students' collectivism level. Two classes (64 students) from an elementary school were respectively assigned to a control group and a treatment group. A individualism-collectivism test, a learning motivation test, a perceptions of learning environment test, and a perceived classroom goal structure test were administered as pretests. The intervention of cooperative learning lasted for 24 class periods. After instruction, an achievement test, the learning motivation test, the perceptions of learning environment test, and the perceived classroom goal structure test were administered. The results indicated that the students of the treatment group significantly outperformed those of the control group in the achievement test. There was a significant treatment-aptitude interaction effect in the scores of the attention subcategory of the learning motivation. In the perceptions of learning environment, the score of the treatment group was significantly higher than the control group in the cohesiveness subcategory, whereas the score of the treatment group was significantly lower than their counterpart in the competitiveness subcategory. It was also found that the score of the treatment group was significantly higher than the control group in the performance subcategory of the perceived classroom goal structure.