Correlation of Gender, GPA and Multicultural to Emotional Intelligence Skill in STAD Cooperative Learning Multicultural Based

Weismann, Ivan Th.J; Wijaya, Hengki; Helaluddin, Helaluddin

doi:10.13189/ujer.2020.081221

Cited by 1 publication

(1 citation statement)

References 40 publications

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“…The gender of students exposed to algebra employing PBL did not substantially contrast in performance and retention grades, according to Adediran et al (2015), Ajai and Imoko (2015), and Nikou et al (2014); Similarly, Lindberg et al (2010) and Sinaga and Mukhtar (2019) found no significant influence of STAD on male and female students' academic achievement. Weisman et al (2020) investigated the association between gender, GPA, and multi-ethnic students in STAD classes. It has been shown that when students are exposed to STAD, gender does not affect their learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Making quadratic functions interesting: Students teams-achievement division instructional strategy

Odutayo,

Fonseca

2024

EURASIA J Math Sci Tech Ed

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Algebra plays a central role in school mathematics as it is a critical factor for success in mathematics courses such as calculus and geometry. This investigation aimed to establish the effectiveness of students teams-achievement division (STAD) strategy on students’ academic achievement in algebra, Lagos State, Nigeria. A quasi-experimental model was employed for the study, which lasted for six weeks. Two secondary schools were chosen randomly and divided into experimental and control groups. The sample comprised 136 students (61 students in control group and 75 students in experimental group) from Ikorodu City, Lagos State, Nigeria. The quadratic functions assessment test, four questions (each with four items) with appropriate validation, served as the tool for data collection. Reliability was attained using the test-re-test method, with Pearson’s product-moment correlation analysis yielding a reliability index of 0.86. Three hypotheses were generated and analyzed using analysis of covariance at a significance level of 0.05. The results showed that students exposed to STAD had enhanced performance in algebra. Likewise, gender did not impact the achievement of the participants in algebra. It was recommended that the Nigerian Educational Research Development Council arrange workshops, training, and seminars on incorporating learner-friendly instructional strategies such as STAD.

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