Effects of STAD Cooperative Learning Technique on Learning Achievement in Group Theory
Abstract
The purposes of this research were to: 1) construct and develop a mathematics learning model on groups using the STAD cooperative learning technique, 2) compare students' academic achievement before and after learning, 3) compare post-learning achievement against the 70% criterion, and 4) examine student satisfaction toward the STAD technique. The sample consisted of 13 second-year mathematics students from the Faculty of Science and Technology, Pibulsongkram Rajabhat University, enrolled in the second semester of the 2025 academic year. Research instruments included a mathematics lesson plan on groups, pre- and post-learning achievement tests, and a satisfaction questionnaire. Data were analyzed using mean (), standard deviation (S.D.), and dependent samples t-test. The results indicated that 1) The efficiency of the lesson plan (E1/E2) was 84.62/76.15, meeting the 70/70 threshold. 2) Post-test achievement scores were significantly higher than pre-test scores at the .05 level. 3) Post-test achievement significantly exceeded the 70% criterion at the .05 level. and 4) Overall student satisfaction toward the STAD technique was at a high level ( = 4.31, S.D. = 0.60).
