The effects of cooperative learning on Turkish elementary students' mathematics achievement and attitude towards mathematics using TAI and STAD methods

被引：3

作者：

Tarim K. ^{[1
]}

Akdeniz F. ^{[2
]}

机构：

[1] Elementary Education Department, Cukurova University, 01330, Adana

[2] Department of Statistics, Cukurova University, 01330, Adana

来源：

Educational Studies in Mathematics | 2008年 / 67卷 / 1期

关键词：

Cooperative learning; Elementary school; Mathematics; STAD; TAI;

D O I：

10.1007/s10649-007-9088-y

中图分类号：

学科分类号：

摘要：

This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions (STAD) on fourth grade students' academic achievement in and attitudes towards mathematics. Seven classes of a school were randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the 3∈X∈1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were found to have positive effects (d∈=∈1.003 for TAI and d∈=∈0.40 for STAD) on students' academic achievement in mathematics. The pairwise comparisons showed that the TAI method had a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric statistics. As a result of this analysis, no significant difference was observed regarding students' attitudes towards mathematics. © 2007 Springer Science+Business Media B.V.

引用

页码：77 / 91

页数：14

共 40 条

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