Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)‎

الملخص EN

Cooperative learning is one among the most innovative and popular strategies of learning for present century students.

It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students.

Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study.

The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level.

The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores.

The sample consisted a total of 63 students of ninth class students from Varanasi city.

Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT).

The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction.

The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group.

So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context.

It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.