Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10

International Multidisciplinary Research Journal Pub Date : 2024-05-12 DOI:10.54476/ioer-imrj/104815

Jo Angeli Ipo Ong

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Abstract

This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy

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在线合作学习（OCL）学生团队成就分部（STAD）法对科学 10 学生的学习动机、自我效能和学业成绩的影响

本研究探讨了在线合作学习（OCL）采用学生团队成绩分部法（STAD）对理科 10 年级学生的自我效能感、学习动机和学业成绩的影响。在 COVID-19 大流行期间，该研究在奥坎波国立高中进行，采用准实验设计，将 90 名十年级学生分成对照组和治疗组。实验前后的评估包括关于学习动机和自我效能的李克特量表问卷以及终结性测试。使用 R 软件进行的数据分析采用了描述性统计、t 检验、Wilcoxon 符号秩检验和结构方程模型（SEM）。结果表明，使用 OCL-STAD 的学生的学习动机明显增强（加权平均值=4.17，p=0.056），自我效能感明显提高（加权平均值=4.2，p=0.04），学习成绩明显提高（加权平均值=38.69，p=0.00）。路径分析显示，自我效能感对学习成绩（路径系数=0.25）和学习动机（路径系数=0.04）有直接影响。关键词：动机；在线合作学习；学生团队成就分工法（STAD）；自我效能感

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International Multidisciplinary Research Journal

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