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ERIC Number: ED401812
Record Type: Non-Journal
Publication Date: 1996
Pages: 13
Abstractor: N/A
Reference Count: N/A
The Effects on Learning, Course Evaluation, and Team Evaluation of Changing STAD Teams at Midterm.
Gnagey, William J.; Potter, Kirsten I.
This study is the seventh in a series of investigations on the effectiveness of the Student Teams Achievement Division (STAD) approach to cooperative learning among college students. The STAD approach features heterogeneous teams of four to six students who tutor each other on course materials and prepare each other for weekly quizzes. Students take the quizzes individually, but are awarded bonus points on the basis of their team's mean quiz score. A total of 196 undergraduates in four sections of an educational psychology course were divided into STAD teams of five or six students, with half of the students being placed in new teams halfway through the semester. T-tests were performed on both groups in regard to quizzes, examinations, course ratings, and team member performance appraisals. The study found that being assigned to a new team at midterm had little or no effect on learning the course subject matter, evaluating the course, or evaluating teammates. Copies of course and team member evaluation forms are included. (Contains 11 references.) (MDM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A