The effects of cooperative learning on Turkish elementary students' mathematics achievement and attitude towards mathematics using TAI and STAD methods

被引：1
|
作者：
Tarim K. [1 ]
Akdeniz F. [2 ]
机构：
[1] Elementary Education Department, Cukurova University, 01330, Adana
[2] Department of Statistics, Cukurova University, 01330, Adana
来源：
Educational Studies in Mathematics | 2008年 / 67卷 / 1期
关键词：
Cooperative learning; Elementary school; Mathematics; STAD; TAI;
D O I：
10.1007/s10649-007-9088-y
中图分类号：
学科分类号：
摘要：
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 3∈X∈1 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. © 2007 Springer Science+Business Media B.V.
引用
收藏
页码：77 / 91
页数：14
相关论文
共 50 条
12345