Effect of Stad model of cooperative learning on students’ performances on nomenclature of hydrocarbons in Ho Mawuli Senior High School

Abstract

Students Team Achievement Division model of cooperative learning was employed to examine students’ performance in nomenclature of hydrocarbons. A sample of 41 students were conveniently sampled for the study. The study employed an action research design. Pre and post-intervention tests were conducted before and after the intervention respectively to determine the effect of the intervention on students’ performance. Retention test was also administered two weeks after the post-test to determine the effect of the intervention on students’ retention. Five points Likert scale questionnaire was used to determine students’ perceptions of STAD in learning nomenclature of hydrocarbons. The findings from the study showed that STAD model of cooperative learning significantly improved performances of the students in nomenclature of hydrocarbons. Implementation of STAD has also enhanced students’ retention of the concept of nomenclature of hydrocarbons. No significant difference was observed between male and female students after implementation of STAD. The study concluded that STAD model of cooperative Learning is an effective learning model for improving academic performance and retention. The intervention fostered positive classroom interactions, promoted positive attitudes towards learning and provided opportunities for developing critical thinking and analytical skills. The study therefore recommended the use of STAD model of cooperative Learning by students owing to its effectiveness in improving learning outcome.