Student Team Achievement Divisions (STAD) Technique through the Moodle to Enhance Learning Achievement

Monchai Tiantong, Sanit Teemuangsai

Abstract


One of the benefits of using collaborative learning is enhancing learning achievement and increasing social skills, and the second benefits is as the more students work together in collaborative groups, the more they understand, retain, and feel better about themselves and their peers, moreover working together in a collaborative environment encourages student responsibility for learning. This paper presents the results of an application of the student team achievement divisions technique through the modular object oriented dynamic learning environment (Moodle) to enhance learning achievement on computer programming course. The sample group were twenty students divided into four small groups. The experimental course was computer programming for undergraduate students using ADDIE instructional model for developing, that consisted of five steps: analysis, design, development, implementation, and evaluation. The collaborative learning module consisted of student profile management, group management, communication, scaffolding, learning activities, learning progress, portfolio, learning resources, quiz, evaluation, and learning report. The findings revealed that the learning achievement of the pretest scores are found to be significantly different from the posttest ones at the .05 level, and the efficiency value of the lesson was at 83.05/80.40 according to the E1/E2 formula, which was higher than the determined value of 80/80. In conclusion, the student team achievement divisions technique can be applied through the Moodle to enhance learning achievement on computer programming course successfully.

Full Text: PDF DOI: 10.5539/ies.v6n4p85

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This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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