• Communications of Mathematical Education
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• v.32 no.2
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• pp.147-174
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• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.65-85
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• 2003

The purpose of this research is to increase mathematical problem solving abilities VIa STAD evaluation after completing classes. to which ST AD group study is applied, and promoting the learning accomplishments of students by developing gradual self-leading learning materials about the research project on ' How to use an hour math class efficiently\ulcorner ' For this purpose, the items below were studied. Firstly, gradual self-leading learning materials were developed and applied which were composed of textbook abstracts, basic problems, developing problems and intensive problems rather than existing textbooks. Secondly, the ST AD group study model was selected and applied which invokes competitions among small groups of which learning goals were clear. individual responsibility was important. and successive opportunities were equal. The evaluation using STAD at each end of a chapter was announced instantly using the EXCEL scoring system. Though the results of experimental classes were limited in their size. experimental time, and class selection, there were meaningful changes in the aspect of being able to heighten the accomplishment desire of students by inducing voluntary competitions among small groups without any student omitted. As the result of applying this research to my class, the ST AD group study using gradual self-leading learning materials invoked the interests of students and increased learning accomplishments via increasing problem solving abilities in mathematics. The ST AD group study was easy to use by beginning teachers, and its process was simple. It increased interactions among students and learning motives because its compensation system was open to all students. Among various studying methods for small groups. STAD group study is expected to be widely used for mathematics classes.

• Journal of the Korean School Mathematics Society
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• v.9 no.1
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• pp.1-17
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• 2006

This thesis analyzed the effects of cooperative learning blended with TAI(Team Assisted Individualization) and STAD(Student Team Achievement Division) models on the students' ability of problem solving in mathematics in order to discover what kind of effects would give to their ability of that, and would promote their disposition and attitude to learn mathematics. The results of this study were as follows : First, the learning method blended with TAI and STAD models was more effective in the students' ability of problem solving in mathematics than traditional learning method because of the blended model's characteristics; positive interdependence, individual accountability, team recognition, curriculum materials. Second, the learning method blended with TAI and STAD models was more effective in sub-elements - self-confidence, adaptability, will, curiosity and value - of mathematical disposition than traditional learning method. And the learning method blended with TAI and STAD models was more effective in sub-elements - self-consciousness of mathematics and interests - of mathematical attitude than traditional learning method. In conclusion, the learning method blended with TAI and STAD models could affect to not only the students' ability of problem solving in mathematics but also the students' several affective factors.

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.640-648
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• 2002

The purposes of this study is to examine the effects of cooperative teaming through student team-achievement division (STAD) model on high school students’ leaming achievements and scientific attitudes in the field of astronomy. It is another aim to compare effects of cooperative learning based on improvement scores with traditional teaching method done only by teachers in astronomy field. This study was conducted on two tenth grade classes in a boy’s high school in Incheon. Students had four classes a week in cooperative learning way for four weeks. During cooperative learning classes, formative evaluation was given to students every week oil Stars and Exploring the Solar System. The results show that these two approaches have great different effects on students’ astronomical knowledge and that students adopt more positive scientific attitude toward cooperative learning classes than traditional ones. In conclusion, the cooperative learning is more effective and positive than traditional one in learning astronomical knowledge and in students scientific attitude for science classes.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.55-74
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• 2005

This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.91-109
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• 2018

This research aimed to develop teaching-learning plans applying character education components and STAD cooperative learning strategy focusing on the 'Housing and residential environment' unit in accordance with the 2009 revised Technology·Home Economics curriculum. In order to achieve the purpose of the research, this study was conducted in order of analysis, design, development, and evaluation. The results of this study is as follows. First, at the analysis stage, relevant literature, Technology·Home economics curriculum, and the contents of "housing and residential environment" unit from 12 textbooks published by 12 publishers were analyzed. Second, at the design stage, teaching-learning plans, teaching materials, and learning activity sheets applying character education components and STAD cooperative learning strategy were designed to increase the interest degree of the learner and character of middle school students. Third, at the development stage, a total of 8 classes of teaching-learning plan was developed. In the evaluation stage, the primary and secondary validity evaluation procedures were done by Home Economics education professors and Home Economics teachers. Teaching-learning plans and learning activity sheets were revised and complemented based on the feedback from the first validity evaluation. As a result of secondary validity evaluation, it can be seen that the teaching-learning plans and learning activity sheets developed in this research are reasonable and suitable for improving character of middle school students. It is expected that these teaching materials applying STAD and character education components will be utilized as a helpful source for curriculum developers and in-service teachers.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.295-303
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• 2005

현재 제 7차 교육과정에서는 1학년부터 정보통신소양교육이 이루어지고 있다. 그러나 컴퓨터 교수-학습방법에 대한 체계적인 논의가 다른 일반 교과에 비해 대단히 부족하다. 따라서 본 연구에서는 컴퓨터 교육의 특수성을 고려하여 교육현실에 맞는 교수학습방법 가운데 하나로 STAD협동학습모형을 적용한 정보통신소양교육의 교수학습 방안을 제시 하였다. STAD협동학습모형을 적용한 교수학습방법과 전통적 교수학습방법을 서로 비교하기 위해 학업 성취도, 활용도 면에서 어떠한 영향을 미치는지 살펴보고자 한다.

• School Mathematics
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• v.5 no.4
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• pp.541-553
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• 2003

The purposes of this study are to look into the changing processes of mathematical beliefs and attitudes of the students and to propose the plans how to manage cooperative learning, what can contribute to cognitive affective domains of mathematics learning in applying STAD-based cooperative loaming to mathematics class. So we, the researchers performed cooperative learning in the fifth grade of elementary school and did the exams of mathematical beliefs and attitudes, interviews, supplementary Questions. And students showed meaningful changes in 'the need of cooperative learning', 'critical thinking', 'the acceptance of thoughts of others'. Meanwhile, there were possibilities what all the members of one group can't recognize their errors in STAD, so we proposed 'Tongsinsa'. And we presented concrete methods how to reconstruct groups and somethings to consider when students are not satisfied with the group activities.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.407-416
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• 2005

Considering teaching methods for computer education is a must for effectively instructing students of knowledge and skills on computers. In this paper, we adopts STAD Cooperative Learning method, among many others, in order to reduce any burden teachers and learners may have. As a result, it finds out that practical training based on STAD Cooperative Learning is very effective in enhancing students' abilities for ICT data collection and manipulation. The teaching model driven out as a result of this study, will be a good example for teaching models in many computer-related departments. In the future, more studies on teaching models will have to take place for more effective teaching of computer courses.

• 대한공업교육학회지
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• v.40 no.1
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• pp.180-200
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• 2015

The problems current robotic technology education class has are the students with different basic background knowledge levels and the class based on the instructional teaching method. This study shows the implementation of the student teams achievement divisions (STAD) learning model into an introductory robotic technology education class to resolve the problems in the current robotic technology class. The STAD learning model focuses on the ability of each team member with different knowledge levels and make team members help each other through class activities such as assignments and a project. All members get rewarded by their performance output as a team in a course grade. The outputs of STAD learning models were measured by paired sample t-test as pre-test and post-test in terms of students's transition on basic knowledge for robotic technology, students' attitudinal transition on teaching robotic technology class, and students' competencies and self-efficacy on related subject areas. The study participants were 22 pre-service technology teachers at a university. The results show that all four measured areas were improved significantly, compared to pre-test with respect to the means scores of each measurement area. The STAD learning model could be an alternate for the current robotic technology class to deliver the better class outcomes for students under the specific circumstances.