The effectiveness of ‘Student Team Achievement Divisions’ (STAD) model towards students’ achievement in the Principles of Accounting subject
DOI:
https://doi.org/10.37134/ibej.vol13.sp.1.2020Keywords:
'STAD', achievement, Principles of Accounting, accounting education, innovationAbstract
The purpose of this study was to determine the effectiveness of the STAD model towards students’ achievement in the Principles of Accounting subject, specifically in the Ledger topics. This study also evaluated students' understanding, motivation, attitude and interest in learning Principles of Accounting after using the STAD model. A quantitative approach with a quasi-experimental design was used. The sample selection involved Form 4 students from the social science stream comprising 30 students in the treatment group and 30 students in the control group. The research instruments used were pre-test, post-test and a survey questionnaire. The data was analyzed using the descriptive and inferential analysis. The descriptive analysis was used to describe students' perceptions of learning Principles of Accounting after using the STAD model. The inferential analysis involved analysis such as independent sample t-tests, paired sample t-tests and Pearson correlation analysis to explain the differences and relationships between the variables of the study. The findings showed that there was a significant difference between the treatment group and the control group in the post-test whereby the treatment group showed a significant and higher improvement (mean score= 18.267) compared to the control group (mean score= 15.133). The Pearson correlation analysis also showed a strong relationship (r= 0.745) between the STAD model and student achievement in post-test analysis. The results of the students' perceptions of Principles of Accounting after using the STAD model showed that their levels of understanding and motivation were high. The findings of this study showed that the STAD model improved students' achievement, understanding and motivation in Principles of Accounting subject. The implications of this study indicated that the STAD model could enhance the learning effectiveness of Principles of Accounting.
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References
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Wong, N. L. (2017). Keberkesanan pembelajaran koperatif (STAD) ke atas pemahaman, komunikasi, pencapaian dan sikap Matematik bagi topik pecahan murid sekolah rendah daerah Sarikei, Sarawak. Sintok, Kedah: Universiti Utara Malaysia.
Ahmad, A. M. (2013). Faktor yang mempengaruhi perbezaan pencapaian akademik pelajar lepasan diploma politeknik dan matrikulasi terhadap subjek kejuruteraan. Doctoral dissertation, Universiti Tun Hussein Onn Malaysia.
Ariyani, D. (2016). The use of cooperative learning stad to improve speaking skills of accounting program students grade xi in smk n 1 depok in the academic year of 2013/2014. [Thesis, Universitas Negeri Yogyakarta]. Faculty of Languages and Arts.
https://eprints.uny.ac.id/41036/1/Dwi%20Ariyani%20(09202241022)%20-%20Thesis.pdf
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401.
Chua, Y. P. (2006). Kaedah statistik penyelidikan. Buku satu: Kaedah penyelidikan. Kuala Lumpur: McGraw Hill.
Cohen, E. G., & Lotan, R. A. (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. Amsterdam Avenue, New York: Teachers College Press.
Cook, T. D. & Campbell D. T. (1979). Quasi experimentation design and analysis issues for field setting. Boston, USA: Houghton Mifflin.
Daharia, A. (2016). Increasing students’ vocabulary through engage study and active method at the second grade of SMP 3 Lembang Pinrang Regency. Eternal. English, Teaching, Learning, and Research Journal, 2(1), 122-133.
Dale, E., Holt, Rinehart & Winston (1969). Audio-Visual Methods in Teaching (3rd Edition). New York: Dryden Press.
Deswarni, D. (2018). The effect of using stad strategy toward students’ reading comprehension. Al-Ishlah: Jurnal Pendidikan, 10(1), 116-130.
Hafiza Md Nasir (2012). Keberkesanan pembelajaran aktif terhadap pencapaian pelajar perempuan dalam Biologi. Projek Sarjana. Universiti Tun Hussein Onn.
Inkeeree, H. K., Fauzee, M. S. O., & Othman, M. K. (2018). The effects of student achievement team-division (STAD) on achievement and retention in mathematics of Thai students. European Journal of Education Studies, 5(2), 33-47.
Jamaludin, M. & Mokhtar, M. F. (2018). Students team achievement division. International Journal of Academic Research in Business and Social Sciences, 8, 570-577.
https://doi.org/10.6007/IJARBSS/v8-i2/3966
Joseph, C., & Rahmat, M. (2019). Factors influencing the effectiveness of the competition based learning (CBL) activity among accounting undergraduates. International Business Education Journal, 12(1), 1-14.
Karaçöp, A. (2016). Effects of student teams-achievement divisions cooperative learning with models on students’ understanding of electrochemical cells. International Education Studies, 9(11), 104-120.
Kementerian Pendidikan Malaysia (2016). Dokumen Standard Kurikulum dan Pentaksiran KSSM Sekolah Menengah: Prinsip Perakaunan. Putrajaya: Bahagian Pembangunan Kurikulum.
Kim, D. (2018). A study on the influence of Korean middle school students' relationship through science class applying STAD cooperative learning. Journal of Technology and Science Education, 8(4), 291-309.
Kriswintari, D., Yuanita, L., & Widodo, L. (2018). Fostering students’ thinking skill and social attitude through STAD cooperative learning technique on tenth grade students of chemistry class. Journal of Physics: Conference Series. Surabaya, Indonesia: IOP Publishing
Ishtiaq, M. I., Ali, Z., & Salem, M. S. (2017). An experimental study of the effect of student teams achievement divisions (STAD) on vocabulary learning of EFL adult learners. Arab World English Journal (AWEJ), 8(3), 356-375.
Makmun, M., Yin, K. Y., & Zakariya, Z. (2020). The gallery walk teaching and learning and its potential impact on students’ interest and performance. International Business Education Journal, 13(1), 17-22.
Nengah Dwi Handayani & Dewa Gd. Ag. Gana Kumara (2018). The implementation of student team achievement division and picture series on improving the speaking skill of the 3rd Grade students of Cipta Dharma Elementary School in academic year 2016/2017. SHS Web of Conferences 42, 00103 (2018). Mahasaraswati University: Denpasar, Bali, Indonesia.
Newman, W. L. (1991). Social research methods: Qualitative and quantitative approaches. Boston, MA: Allyn and Bacon.
Radzi, A. I. N., Drahman, D. N. A., Joseph, C., Rahmat, M., & Suria, K. (2020). Competition-based learning strategy of the online Introductory Accounting quiz for non-accounting majors. International Business Education Journal, 13(1), 83-94.
Rozita Radhiah Said, Latifah Mohd Shariff & Fadzilah Abd Rahman (2017). Pembelajaran koperatif dalam pengajaran karangan Bahasa Melayu menengah atas. Serdang: Universiti Putra Malaysia.
Saifulnizam Zakaria & Faridah Che in (2017). Keberkesanan kaedah pengajaran melalui pembelajaran koperatif: Satu kajian tindakan terhadap kursus Cost Management Accounting 2. E-proceeding National Innovation and Invention Competition Through Exhibition (iComplex’17). Politeknik Melaka.
Slavin, R. (1978). Student teams and comparison among equals: Effects on academic performance and student attitudes. Journal of Educational Psychology, 70(4), 532- 538.
Slavin, R.E. (1980). Cooperative learning. Review of educational research, 50(2), 315-342.
Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice-Hall.
Slavin, R. E. (1995). Cooperative learning: Theory, Research and Practice (2nd edition). Boston: Allyn and Bacon.
Slavin, R. E. (2003). Educational Psychology: Theory and Practice. Boston: Allyn and Bacon.
Slavin, R. E. (2005). Cooperative Learning. London: Allymand Bacon.
Sukma, T. (2013). The Effectiveness of Using STAD (Students Team Achievement Division) Method in Teaching Reading Comprehension at The Fifth Grade Students of SDN Kalinongko. [Unpublished Thesis, Universitas Muhammadiyah Purworejo].
Tiantong, M., & Teemuangsai, S. (2013). Student team achievement divisions (STAD) technique through the moodle to enhance learning achievement. International Education Studies, 6(4), 85-92.
Ugwu, E. O. (2019). Effect of student teams-achievement divisions and think–pair–share on students’ interest in reading comprehension. Journal of Educational Research and Practice, 9(1), 316-330.
Utusan (2015, Mei 21). Inti pati utama RMK-11. Retrieved September 18, 2018 from,
http://www.utusan.com.my/berita/nasional/intipati-utama-rmk-11-1.94252
Wan Hasmah Wan Mamat & Nur Munirah Teoh Abdullah (2015). Siri Kaedah Pengajaran dan Pembelajaran: Pembelajaran Aktif. Kuala Lumpur: Dewan Bahasa dan Pustaka.
Wiersma, W., & Jurs, S. G. (2009). Research method in education: An introduction (9th ed.). Boston, MA: Allyn and Bacon.
Wong, N. L. (2017). Keberkesanan pembelajaran koperatif (STAD) ke atas pemahaman, komunikasi, pencapaian dan sikap Matematik bagi topik pecahan murid sekolah rendah daerah Sarikei, Sarawak. Sintok, Kedah: Universiti Utara Malaysia.
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Published
2020-07-06
How to Cite
Serjali, N. A. A., & Abdul Halim, H. (2020). The effectiveness of ‘Student Team Achievement Divisions’ (STAD) model towards students’ achievement in the Principles of Accounting subject. International Business Education Journal, 13, 1–14. https://doi.org/10.37134/ibej.vol13.sp.1.2020
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