Abstract:
This study investigated the effect of STAD as a learning technique on Senior High
School students‟ conceptual understanding, their abilities to solve quantitative
problems based on their qualitative understanding in some topics in chemistry and
their attitude towards STAD. The study involves Forms I and II elective chemistry
students of Datus International Senior High School of Community Seven of the Tema
District of the Greater Accra Region. Convenience sampling technique was used to
select 75 students which consisted of 20 girls and 55 boys. The individual teacher
research strategy was adopted for the study in which the students were taken through
a series of six interactive lessons by the intervention of STAD as a teaching learning
technique. To determine the finding from the study, an independent t-test was
conducted and showed that there was a significant difference from the pre-test and
post-test score, p-value = 0.009 (α = 0.05). This signified that the students performed
better from the intervention of STAD. The study also showed that the students‟
attitude towards STAD as a teaching learning technique was positive. The findings
further revealed that the students‟ attitudes towards the selected topics such as
stoichiometry, nuclear chemistry, acids and bases, gases reactions and oxidation reduction (Redox) reaction in chemistry improved positively. Therefore the use of
STAD supports students-centered learning and made the lessons interactive by
enabling students to learn cooperatively through group working and discussion. This
study also made recommendations for the chemistry teachers who want to use STAD
as a teaching learning strategy and the school that want to use STAD as a cooperative
learning strategy.
Description:
A thesis of SCIENCE EDUCATION, faculty of SCIENCE EDUCATION.
Submitted to the School of Graduate Studies, University of Education, Winneba, in
fulfillment of the requirement for the award of the degree of MASTER OF
PHILOSOPHY IN SCIENCE EDUCATION.
AUGUST, 2014