نویسندگان:
علی زارع زردینی1 ، محمود زارع جمال آبادی2 ، زاهده رحمانیان3 ، علی ابراهیمی نیا4 .1استادیار، گروه آموزش علوم تربیتی دانشگاه فرهنگیان، تهران، ایران. صندوق پستی: 14665-889
2استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران. صندوق پستی: 14665-889
3استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران. صندوق پستی: 14665-889
4استادیار، گروه زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. صندوق پستی: 14665-889
چکیده فارسی: هدف این پژوهش، بررسی اثربخشی روش تدریس تقسیم دستاورد تیم در پیشرفت تحصیلی درس ریاضی و انگیزش دانشآموزان پایۀ هفتم متوسطۀ شهر یزد در سال تحصیلی ۱۴۰3-۱۴۰4 بود. این پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون - پسآزمون و گروه کنترل انجام شد. جامعۀ آماری شامل تمامی دانشآموزان پسر مقطع اول متوسطۀ شهر یزد در سال تحصیلی یادشده بود. برای نمونهگیری، از روش خوشهای چندمرحلهای استفاده شد و درنهایت، دو کلاس از یک مدرسه که ازنظر جمعیت و سایر ویژگیها مشابه بودند، انتخاب شدند. بهطور تصادفی، یک کلاس ۳۲ نفره بهعنوان گروه آزمایش و یک کلاس ۳۲ نفره بهعنوان گروه کنترل تعیین گردید. ابزارهای مورداستفاده شامل آزمون محقق ساخته ریاضی برای سنجش میزان یادگیری فراگیران و پرسشنامۀ انگیزش پیشرفت تحصیلی هرمنس بود. روایی آزمون با استفاده از CVR و پایایی آزمون و پرسشنامۀ هرمنس با آلفای کرون باخ به ترتیب ۰.۸۲ و ۰.۷۸ محاسبه شد. تجزیهوتحلیل دادهها با استفاده از آمار توصیفی و استنباطی، شامل میانگین، انحراف استاندارد و تحلیل کواریانس با نرمافزار SPSS انجام شد. نتایج تحلیل کواریانس نشان داد که پیشرفت تحصیلی و انگیزۀ پیشرفت ریاضی دانشآموزانی که با روش تقسیم دستاورد تیم آموزشدیده بودند، نسبت به دانشآموزانی که بهطور معمول آموزشدیده بودند، بیشتر است؛ بنابراین استفاده از روش تدریس تقسیم دستاورد تیم میتواند موجب بهبود یادگیری و عملکرد تحصیلی فراگیران شود.
The Effectiveness of The Student Teams-Achievement Division Method on The Academic Achievement of Mathematics and Motivation
English Abstract: This study examined the impact of the student teams-achievement division (STAD) method on seventh-grade students' math achievement and motivation in Yazd during 1403-1404. We used a quasi-experimental design with control and experimental groups to study 64 students. Results showed that students taught with this method achieved higher scores and motivation in math compared to those with traditional instruction methods. The findings suggest that this method can enhance learning and performance. Introduction Adolescence is a critical period for learning, especially in mathematics, which lays the foundation for analytical and problem-solving skills, and plays a vital role in developing critical and logical thinking (NCTM, 2018). Despite its importance, many students face challenges in learning mathematics, which can negatively affect their academic progress and motivation. Research shows that innovative teaching methods, particularly cooperative learning approaches, effectively enhance students’ motivation, academic achievement, and social interaction (Ryan & Deci, 2000; Qureshi et al., 2021). One such method is the Student Teams Achievement Divisions (STAD), which emphasizes student collaboration, individual accountability, and team rewards to improve academic performance and motivation (Zare Zardini, 2022). Several studies have demonstrated the positive impact of STAD on mathematics learning, motivation, and student’s attitudes (Odutayo & Fonseca, 2024; Erawati & Setiawan, 2024; Lumbantoruan et al., 2022; Ocampo & Ocampo, 2015). However, there is a lack of research on the application of this method in Iran. Therefore, this study aims to investigate the effect of the STAD method on the learning and motivation of seventh-grade students in Yazd. Methodology This applied study is quantitative and employs a quasi-experimental design with a pretest-posttest design and a control group. The statistical population included first-year junior high school students in Yazd during the 2024-2025 academic year. A multistage cluster sampling method was used: first selecting one district, then one school, and finally two classes matched in population and characteristics. One class (32 students) was randomly assigned as the experimental group and the other (32 students) as the control group. The instruments used were a researcher-made mathematics test to measure learning outcomes and the Hermans’ Academic Motivation Questionnaire to assess achievement motivation. The Hermans’ Academic Motivation Questionnaire (1977) contains 29 Likert-scale items measuring nine motivation dimensions. Content validity was confirmed, and Cronbach’s alpha reliability was reported as 0.84 originally and 0.78 in this study. The researcher-developed mathematics test comprised 30 multiple-choice items aligned with the course content. Content validity was verified by eight expert math teachers using CVR (0.85) and CVI indexes. Reliability was confirmed by a Cronbach’s alpha of 0.82. Both groups took the pretest before the intervention. The experimental group received five weeks of mathematics instruction using the STAD method, while the control group continued with the regular teaching methods. After the intervention, both groups completed the posttest. Data were analyzed using descriptive statistics (frequency, mean, standard deviation) and ANCOVA to test the hypotheses by comparing the experimental and control groups. Results The collected data from academic performance tests and questionnaires were analyzed descriptively and inferentially using SPSS software. Descriptive statistics showed that the pretest scores for mathematics learning and achievement motivation were similar between the experimental and control groups, indicating homogeneity at baseline. After the intervention, the experimental group, which received mathematics instruction via the STAD method, showed a significant increase in both math test scores and achievement motivation compared to the control group, which was taught by conventional methods. Assumptions of normality and homogeneity of variances were confirmed using Shapiro-Wilk and Levene’s tests. The results of the covariance test show that, given the significance level of less than 0.001, which is significantly less than 0.05, there is a significant difference in the mathematics academic achievement scores between the experimental and control groups. This supports the hypothesis that STAD positively affects students’ math learning. ANCOVA also showed a significant difference in achievement motivation scores between groups after controlling for pretest motivation (F=20.875, p<0.001). Thus, STAD significantly increased students’ motivation to achieve in math. In summary, teaching mathematics using the STAD method led to significant improvements in both students’ academic achievement and their motivation compared to traditional teaching approaches, confirming both research hypotheses. Discussion and conclusion The present study investigated the effectiveness of the STAD teaching method on students’ academic achievement and motivation in mathematics. The results showed that STAD significantly improved students’ math performance, consistent with previous research (Ibrahim, 2011; Murjianti et al., 2018; Ocampo & Ocampo, 2015). STAD is a cooperative learning approach based on Vygotsky’s social learning theory and Slavin’s cooperative learning principles (Slavin, 2006). In this method, students work in teams to support one another’s learning, promoting peer interaction and collaborative problem-solving. Such interactions increase students’ engagement and motivation by creating a supportive environment (Hetmannenko, 2024; Rad, 2013). According to Bandura’s self-efficacy theory (1997), STAD enhances students’ belief in their mathematical abilities, leading to increased effort and persistence. Furthermore, intrinsic motivation is fostered through the collaborative and enjoyable learning environment, aligning with Deci and Ryan’s motivational theory (2000). The collective responsibility for team success encourages all members, including weaker students, to contribute, enhancing both individual and group motivation (Golmohammadzadeh Bahrami, 2018). Positive feedback from peers and teachers further strengthens motivation and engagement (Slavin, 2006). This method also introduces healthy competition through group rewards, which stimulates students’ drive to improve (Mohammadi et al., 2024). Given these benefits, it is recommended that STAD be integrated into teaching practices, and further research be conducted to explore its effectiveness in other subjects and educational levels.