STAD-Type Cooperative Learning in Ipas: A Qualitative Study of Third-Year Pupils’ Engagement and Understanding
Abstract
strategies that provide opportunities for pupils to participate actively whilst supporting their
understanding of the subject matter. This study aims to describe the implementation of the
Student Teams Achievement Divisions (STAD) cooperative learning method and its
contribution to fostering active participation and understanding of IPAS among Year 3 primary
school pupils. The study employed a qualitative approach with a descriptive design. Data
were collected through observation, interviews and documentation, involving Year 3 teachers
and pupils as research informants. Data validity was checked through triangulation of sources
and techniques, whilst data analysis was carried out through the stages of data reduction,
data presentation and drawing conclusions. The results of the study indicate that the STAD
cooperative learning method was implemented through the presentation of material, the
formation of heterogeneous groups, group discussion and collaboration activities, the
presentation of discussion outcomes, individual assessment, and the awarding of recognition.
The application of STAD provided space for pupils to engage in discussion, express their
opinions, collaborate, and help one another in understanding the material. Interaction
amongst pupils during group activities also supports the process of clarifying and reinforcing
their understanding of the IPAS material. Pupils demonstrated positive responses and a high
level of engagement whilst participating in group learning activities. Consequently, the STAD
cooperative learning approach can serve as an alternative learning strategy that fosters pupil
activity, interaction and understanding in IPAS learning at primary school level.
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