Effects of Utilizing the STAD Method (Cooperative Learning Approach) in Enhancing Students Descriptive Writing Skills

Nair, Subadrah Madhawa; Sanai, Mogana

doi:10.18488/journal.61.2018.64.239.252

Cited by 24 publications

(30 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to the general writing skills including the choice of vocabulary, sentence structure, grammar and mechanics ( Nair and Sanai, 2018 ; Chen et al, 2019 ), there are some descriptive techniques commonly used in Chinese landscape literature. The advocated descriptive writing techniques has been listed in the curriculum guide.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

View full text Add to dashboard Cite

Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

View full text Add to dashboard Cite

show abstract

“…These skills can also affect one's responses, attitudes, and actions to think broadly (Alrfooh, 2014). These skills should be habituated since elementary school age, so the students can compete to face various problems (Nair & Sanai, 2018). Everyone's creativity or divergent-thinking skill is closely related to their future in being able to give different ideas, innovate, easily develop, and adapt to the environment (Akcanca & Ozsevgec, 2019).…”

mentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

show abstract

“…Studies conducted by Johnson and Johnson (1985); Fletcher (2006); Periasamy (2011) showed that the utilization of the STAD method to enhances students" reading skills. A study by Nair and Sanai (2018) indicated that the STAD method enhances students" descriptive writing skills. Similarly a study conducted by Gambari and Yusuf (2015) among Nigerian students indicated that students taught physics using computer -assisted STAD performed significantly better than the control group.…”

Section: Stad Methodsmentioning

confidence: 99%

Schematic Method: A Creative Way to Teach Short Stories

Nair

Karuppiah

2020

International Journal of English Language and Literature Studie

View full text Add to dashboard Cite

This study employs a quasi-experimental design. The samples were 170 students from 3 intact classes, in three different schools and they were taught two short stories. The objectives of the study were to investigate whether the schematic method, the STAD method or the conventional method helps ELS students to improve their mean scores in answering questions related to themes, characterization, literary devises, and settings in the two short stories. The 56 students in Experimental Group 1 from school A were taught using the schematic method, the 57 students in Experimental Group 2 from school B were taught using the STAD method and the 57 students in the Control Group from school C were taught using the conventional method. The study was conducted for 8 weeks and the three groups were taught the same short stories ("QWERTYUIOP" and the "Fruitcake Special"), specifically in the areas of themes, characterization, use of literary devices and settings. Prior to the intervention, all the three groups were given the pre-test and at the end of the intervention they were given the post-test. The data obtained from the pre-test and post-test were analyzed using the SPSS Program version 24.0. The data was analyzed using one way ANOVA, Post-Hoc Pairwise Comparisons test and the ANCOVA test. The findings indicate that the schematic method helped to enhance students" mean scores significantly for literary devices and settings compared with the Experimental Group 2 and the Control Group. These findings have crucial pedagogical, practical and theoretical implications. Contribution/ Originality: This study is one of very few studies which have investigated the effects of utilizing schematic model in teaching short stories. The findings have crucial pedagogical implication because the utilization of schematic model helped to enhance students" mean scores significantly for literary devices and settings in the short stories.

show abstract

Effects of Utilizing the STAD Method (Cooperative Learning Approach) in Enhancing Students Descriptive Writing Skills

Cited by 24 publications

References 7 publications

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Schematic Method: A Creative Way to Teach Short Stories

Contact Info

Product

Resources

About