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

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

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    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

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    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

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  • @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}
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Author Information
  • School of Air Transportation, Shanghai University of Engineering Science, Shanghai, China

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