Implementing Student Teams Achievement Divisions (STAD) learning model in grade 9 Biology and its impact on learning achievement

Sherab Chophel, Pema Tshewang, Phuntsho Wangdi, Ugyen Wangdi, Sherab Jamtsho
Corresponding email: [email protected]


The purpose of this action research (AR) is to implement the Student Team Achievement Divisions (STAD) learning model as a classroom teaching and learning practice and determine its impact on the learning achievement of grade 9th biology students in one Bhutanese higher secondary school. The study employed a pre-test and post-test one-group quasi-experimental group design as a methodological approach. A total of 31 grade 9 students were purposively selected as the experimental group and received the STAD learning model treatment as an intervention for a month. The group was tasked with STAD learning activities such as drawing and writing activities, quizzes, presentations, group discussions, tests, questions, and answers. The data were collected quantitatively through pre- and post-Biology Achievement Tests (BAT), questionnaires, and qualitatively through focused group interviews. Quantitative data are presented in descriptive statistics (mean and standard deviation) while qualitative data is in thematic analysis. According to the paired sample t test, the post-test mean score (M=10.98, SD=2.53) increased significantly when compared to the pre-test mean score (M=6.67, SD=2.79), with mean score differences (M=4.30). A descriptive analysis of questionnaires on students’ motivation, collaboration, and self-confidence in learning reveals a ‘High’ degree of perceptions on mean scores and standard deviations; (M=3.99, SD=0.715); (M=4.24, SD=.729); and (M=3.89, SD=0.948) respectively. Qualitative data also indicated positive perceptions of the use of the STAD learning model in biology. Therefore, based on the findings, it is recommended that teachers adopt the STAD model in their classrooms to motivate students and improve their learning achievement.

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