Development of Teachers’ Skills in Cooperative Learning Management Using the STAD Technique at Saharat Anukul School under Khon Kaen Primary Educational Service Area Office 3

Abstract

This study aimed to 1) develop teachers’ knowledge and understanding of cooperative learning using the Student Teams-Achievement Divisions (STAD) technique; 2) develop teachers’ skills in implementing cooperative learning using the STAD technique; 3) investigate teachers’ satisfaction with cooperative learning using the STAD technique; and 4) investigate students’ satisfaction with learning through the STAD technique. The study employed an action research design based on the framework of Kemmis and McTaggart and was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research participants were nine teachers from Saharat Anukul School under Khon Kaen Primary Educational Service Area Office 3. The research instruments included a knowledge test, an interview form, an observation form, a meeting record form, a supervision record form, a skills assessment form, and satisfaction questionnaires. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed using content analysis.
The findings revealed that:
1. The teachers’ knowledge and understanding of cooperative learning using the STAD technique increased, with the mean post-workshop score being 3.89 points higher than the pre-workshop score.
2. The teachers’ overall skills in implementing cooperative learning using the STAD technique were at a high level. Two teachers whose performance was at a moderate level in the first cycle improved to a high level after receiving collaborative supervision in the second cycle.
3. The teachers’ overall satisfaction with cooperative learning using the STAD technique was at a high level.
4. The students’ overall satisfaction with learning through the STAD technique was also at a high level. The findings indicate that teacher development through self-study, workshops, and collaborative supervision helped improve teachers’ knowledge, understanding, and skills in implementing cooperative learning using the STAD technique.