Effects of the STAD Cooperative Learning Technique on Learning Achievement in Volleyball of Upper Seconding School Student

Abstract

This research article aimed to: 1) study the effect of cooperative learning using the STAD technique on the volleyball learning achievement of upper secondary school students. 2) compare the volleyball learning achievement before and after instruction in the group that received cooperative learning using the STAD technique and 3) compare the post-instruction learning achievement in volleyball between the group taught using the STAD cooperative learning technique and the group taught using the five-step physical education instructional model. This research employed a quasi-experimental design. The sample consisted of 70 Grade 11 students which received cooperative learning, and a control group, which received the 5-step physical education learning model. The instruments used in the study included a volleyball skills assessment, a volleyball knowledge test, an attitude questionnaire toward the volleyball subject, and a desirable characteristics assessment. Data were analyzed using mean, standard deviation, paired sample t-test, one-sample t-test, independent sample t-test, and one-way ANCOVA. The results revealed that: 1) The STAD cooperative learning technique affects the learning achievement in volleyball of upper secondary school students. 2) The post-instruction volleyball learning achievement of Grade 11 students taught through the STAD cooperative learning technique was significantly higher than their pre-instruction achievement, at the 0.05 level of significance. 3) The post-learning achievement in volleyball of Grade 11 students who received instruction through the STAD cooperative learning technique was significantly higher than that of students who received instruction through the five-step physical education model, at the 0.05 level of statistical significance.