Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning<br />
<div>
	<br />
</div>

Li Pei-qi

doi:doi:10.11648/j.edu.20231205.16

Research Article |

| Peer-Reviewed

Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning

Li Pei-qi

Published in Education Journal (Volume 12, Issue 5)

Received: 10 September 2023 Accepted: 4 October 2023 Published: 31 October 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Cooperative learning is widely recognized as a teaching strategy that promotes learning and socialization. In contrast to the traditional classroom, the teacher in a cooperative learning setting is no longer the director of instruction but the facilitator of learning. The students are responsible for their own learning while the teacher models strategies and provides scaffolding to support students’ thinking until they are ready to learn and work on their own This paper, on the basis of the theories and researches that have been done on cooperative learning, will have an overview of this field with emphasis on two cooperative learning approaches----Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT). These techniques are successful in the perspective of motivation in the classroom. In addition, the issues involved in each method and the teaching implications were discussed. For instance, the problems classroom teachers may face when using these methods and the possible solutions to such problems. Finally, an attempt is made to explore some unresolved issues in cooperative learning. This paper concludes that cooperative learning has the potential to become a primary teaching approach to achieving various goals. However, there is a need for more research on the conditions necessary for success in cooperative learning.

Published in	Education Journal (Volume 12, Issue 5)
DOI	10.11648/j.edu.20231205.16
Page(s)	231-234
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Cooperative Learning, STAD, TGT, Teaching Implication

References

[1]	Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
[2]	O'Donnell, A. and O'Kelly, J. (1994) Learning from peers: Beyond the rhetoric of positive results. Educational Psychology Review, 6, 321-349.
[3]	Johnson, D. W. and Johnson, R. T. (1994) An overview of cooperative learning. Chapter 3 (pp. 31-44) in J. S. Thousand, R. Villa and A. Nevin (eds) Creativity and Collaborative Learning (Brookes).
[4]	Johnson, D. W. and Johnson, R. T. (1985) Classroom conflict: controversy versus debate in learning groups. American Educational Research Journal, 22, 237-256.
[5]	Nastasi, B. K. and Clements, D (1991) Research on cooperative learning: Implications for practice. School Psychology Review, 20, 110-131.
[6]	Killen, R (1998) Effective teaching strategies: Lessons from research and practice (2" ed.). Katoomba, N. S. W. Social Science Press.
[7]	Cohen, E. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 8.
[8]	Salvin, R. E. (1996) Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
[9]	Kaendler, C., Wiedmann, M., Rummel, N. & Spada, H. (2015) Teacher competencies for the implementation of collaborative learning in the classroom: a framework and research review. Educational Psychology Review, 27:505–536.
[10]	Gillies, R. M. (2003). The behaviours, interactions and perceptions of junior high school students during small-group learning. Journal of Educational Psychology, 95, 137-147.
[11]	Gillies, R. M. and Ashman, A. F. (2003). The effects of cooperative learning on students with learning difficulties in the lower elementary school. Journal of Special Education, 34(1), 20.
[12]	Gillies, R. M. Ashman, A. F. and Terwel, J. (2008). The Teacher's Role in Implementing Cooperative Learning in the Classroom. New York: Springer.
[13]	Weinsteinidy, R. (2011). Elementary classroom managements: Lessons from research and practice. NY: MC Graw Hill.
[14]	Webb, N. M., Nemer, K. M. and Chizhik, A. W. (1998) Equity issues in collaborative group assessment: group composition and performance. American Educational Research Journal, 35, 607-651.
[15]	Stevens, R. J. and Slavin, R. E (1995) The cooperative elementary school: Effects on students' achievement, attitudes and social relations. American Educational Research Journal, 32, 321-351.

Cite This Article

Plain Text BibTeX RIS

APA Style

Li Pei-qi. (2023). Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Education Journal, 12(5), 231-234. https://doi.org/10.11648/j.edu.20231205.16

Copy | Download

ACS Style

Li Pei-qi. Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Educ. J. 2023, 12(5), 231-234. doi: 10.11648/j.edu.20231205.16

Copy | Download

AMA Style

Li Pei-qi. Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Educ J. 2023;12(5):231-234. doi: 10.11648/j.edu.20231205.16

Copy | Download

@article{10.11648/j.edu.20231205.16,
  author = {Li Pei-qi},
  title = {Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning

	
},
  journal = {Education Journal},
  volume = {12},
  number = {5},
  pages = {231-234},
  doi = {10.11648/j.edu.20231205.16},
  url = {https://doi.org/10.11648/j.edu.20231205.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231205.16},
  abstract = {Cooperative learning is widely recognized as a teaching strategy that promotes learning and socialization. In contrast to the traditional classroom, the teacher in a cooperative learning setting is no longer the director of instruction but the facilitator of learning. The students are responsible for their own learning while the teacher models strategies and provides scaffolding to support students’ thinking until they are ready to learn and work on their own This paper, on the basis of the theories and researches that have been done on cooperative learning, will have an overview of this field with emphasis on two cooperative learning approaches----Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT). These techniques are successful in the perspective of motivation in the classroom. In addition, the issues involved in each method and the teaching implications were discussed. For instance, the problems classroom teachers may face when using these methods and the possible solutions to such problems. Finally, an attempt is made to explore some unresolved issues in cooperative learning. This paper concludes that cooperative learning has the potential to become a primary teaching approach to achieving various goals. However, there is a need for more research on the conditions necessary for success in cooperative learning.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning

	

AU  - Li Pei-qi
Y1  - 2023/10/31
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231205.16
DO  - 10.11648/j.edu.20231205.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 231
EP  - 234
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231205.16
AB  - Cooperative learning is widely recognized as a teaching strategy that promotes learning and socialization. In contrast to the traditional classroom, the teacher in a cooperative learning setting is no longer the director of instruction but the facilitator of learning. The students are responsible for their own learning while the teacher models strategies and provides scaffolding to support students’ thinking until they are ready to learn and work on their own This paper, on the basis of the theories and researches that have been done on cooperative learning, will have an overview of this field with emphasis on two cooperative learning approaches----Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT). These techniques are successful in the perspective of motivation in the classroom. In addition, the issues involved in each method and the teaching implications were discussed. For instance, the problems classroom teachers may face when using these methods and the possible solutions to such problems. Finally, an attempt is made to explore some unresolved issues in cooperative learning. This paper concludes that cooperative learning has the potential to become a primary teaching approach to achieving various goals. However, there is a need for more research on the conditions necessary for success in cooperative learning.

VL  - 12
IS  - 5
ER  -

Copy | Download

Author Information

Li Pei-qi

School of Air Transportation, Shanghai University of Engineering Science, Shanghai, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Li Pei-qi. (2023). Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Education Journal, 12(5), 231-234. https://doi.org/10.11648/j.edu.20231205.16

Copy | Download

ACS Style

Li Pei-qi. Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Educ. J. 2023, 12(5), 231-234. doi: 10.11648/j.edu.20231205.16

Copy | Download

AMA Style

Li Pei-qi. Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning . Educ J. 2023;12(5):231-234. doi: 10.11648/j.edu.20231205.16

Copy | Download

@article{10.11648/j.edu.20231205.16,
  author = {Li Pei-qi},
  title = {Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning

	
},
  journal = {Education Journal},
  volume = {12},
  number = {5},
  pages = {231-234},
  doi = {10.11648/j.edu.20231205.16},
  url = {https://doi.org/10.11648/j.edu.20231205.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231205.16},
  abstract = {Cooperative learning is widely recognized as a teaching strategy that promotes learning and socialization. In contrast to the traditional classroom, the teacher in a cooperative learning setting is no longer the director of instruction but the facilitator of learning. The students are responsible for their own learning while the teacher models strategies and provides scaffolding to support students’ thinking until they are ready to learn and work on their own This paper, on the basis of the theories and researches that have been done on cooperative learning, will have an overview of this field with emphasis on two cooperative learning approaches----Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT). These techniques are successful in the perspective of motivation in the classroom. In addition, the issues involved in each method and the teaching implications were discussed. For instance, the problems classroom teachers may face when using these methods and the possible solutions to such problems. Finally, an attempt is made to explore some unresolved issues in cooperative learning. This paper concludes that cooperative learning has the potential to become a primary teaching approach to achieving various goals. However, there is a need for more research on the conditions necessary for success in cooperative learning.
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Student Teams Achievement Division (STAD) and Teams-Games-Tournaments (TGT) in Cooperative Learning

	

AU  - Li Pei-qi
Y1  - 2023/10/31
PY  - 2023
N1  - https://doi.org/10.11648/j.edu.20231205.16
DO  - 10.11648/j.edu.20231205.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 231
EP  - 234
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20231205.16
AB  - Cooperative learning is widely recognized as a teaching strategy that promotes learning and socialization. In contrast to the traditional classroom, the teacher in a cooperative learning setting is no longer the director of instruction but the facilitator of learning. The students are responsible for their own learning while the teacher models strategies and provides scaffolding to support students’ thinking until they are ready to learn and work on their own This paper, on the basis of the theories and researches that have been done on cooperative learning, will have an overview of this field with emphasis on two cooperative learning approaches----Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT). These techniques are successful in the perspective of motivation in the classroom. In addition, the issues involved in each method and the teaching implications were discussed. For instance, the problems classroom teachers may face when using these methods and the possible solutions to such problems. Finally, an attempt is made to explore some unresolved issues in cooperative learning. This paper concludes that cooperative learning has the potential to become a primary teaching approach to achieving various goals. However, there is a need for more research on the conditions necessary for success in cooperative learning.

VL  - 12
IS  - 5
ER  -

Copy | Download