The Effects of Cooperative Learning on Turkish Elementary Students' Mathematics Achievement and Attitude towards Mathematics Using Tai and Stad Methods

• Published in: Educational studies in mathematics Vol. 67; no. 1; pp. 77 - 91
• Main Authors: Tarim, Kamuran, Akdeniz, Fikri
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.01.2008; Springer Netherlands; Springer Nature B.V
• Subjects: Academic Achievement; Attitudes; Comparative Analysis; Control Groups; Cooperative Learning; Data Analysis; Education; Elementary School Students; Foreign Countries; Grade 4; Individualized instruction; Mathematical analysis; Mathematics; Mathematics Achievement; Mathematics anxiety; Mathematics Education; Mathematics Instruction; Pretests; Scores; Student Attitudes; Students; Teachers; Teaching Methods; Teams; Turkey; Turkey; Cooperative learning; STAD; Mathematics; TAI; Elementary school
• ISSN: 0013-1954; 1573-0816
• DOI: 10.1007/s10649-007-9088-y

This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams- Achievement Divisions (STAD) on fourth grade students' academic achievement in and attitudes towards mathematics. Seven classes of a school were randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the 3X1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were found to have positive effects (d= 1.003 for TAI and d=0.40 for STAD) on students' academic achievement in mathematics. The pairwise comparisons showed that the TAI method had a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric statistics. As a result of this analysis, no significant difference was observed regarding students' attitudes towards mathematics.