Development of Teachers’ Skills in Collaborative Learning Management Using STAD Techniques of Saharat Anukul School, Khon Kaen Primary Educational Service Area Office 3

Abstract

The purposes of this research were to: 1) develop teachers’ knowledge and understanding of cooperative learning through the STAD technique; 2) enhance teachers’ skills in implementing cooperative learning with the STAD technique; 3) examine teachers’ satisfaction with cooperative learning using the STAD technique; and 4) investigate students’ satisfaction with cooperative learning through the STAD technique. The research employed action research based on the model of Kemmis and McTaggart, conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were nine volunteer teachers from Saharat Anukul School under the Office of Khon Kaen Primary Educational Service Area 3. The instruments included a knowledge test, interviews, observation forms, meeting records, skill assessment forms, and questionnaires. Data were analyzed using descriptive statistics.
The findings revealed that:
1. Teachers’ knowledge and understanding of cooperative learning with the STAD technique significantly increased, with the post-workshop mean score being 3.89 points higher than the pre-workshop score.
2. Teachers’ cooperative learning skills were at a high level overall ( = 4.15), particularly in formative testing and progress evaluation ( = 4.22). Two teachers with moderate levels of performance were further supported through collaborative supervision in the second cycle, resulting in a substantial improvement to a high level ( = 4.44).
3. Teachers’ satisfaction with cooperative learning using the STAD technique was rated at a high level ( = 4.33).
4. Students also expressed high satisfaction with cooperative learning through the STAD technique ( = 4.45). 
In conclusion, cooperative learning with the STAD technique effectively enhanced teachers’ knowledge, understanding, and instructional skills, while fostering satisfaction among both teachers and students. This indicates that the STAD technique contributes to effective instructional practices and achieves concrete development outcomes.