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Through structured cooperative learning (stad) to cultivate the achievement of students with low, medium and high biology scores

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Document pages: 11 pages

Abstract: Cooperative learning is one of the most innovative and popular learning strategies for contemporary students. It has theoretical basis and extensive research teaching practice, and is considered to be able to cultivate the academic achievements of all kinds of students. Since cooperative learning is still in its infancy in India and is not a popular teaching method, the researchers carried out this study. This study is an experimental survey to explore the impact of structured cooperative learning strategy (stad method) on low, middle and high biology academic achievement in middle school. The control group and the experimental group were at 0 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.

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