Enhancing Measurement Education in Schools: A Study on the Efficacy of STAD (Student Teams Achievement Division) in Undergraduate Mathematics Education

Abstract

This study examines the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning technique in enhancing the teaching skills of mathematics pre-service teachers in the context of school-level measurement. The primary objectives were to assess the impact of STAD on learning achievement related to measurement concepts and to investigate the learning experiences of participants. Employing a one-group pre-post test design, 25 mathematics education major students in a Thai public university engaged in STAD activities. The instruments were a set of learning activities designed using the principles of STAD (Student Teams Achievement Division), learning achievement test, and a satisfaction questionnaire. The results reveal that STAD significantly improved learning achievement and generated highly satisfactory learning experiences among the participants. Academic and pedagogical recommendations are made, while acknowledging limitations related to the need for qualitative data collection and the exploration of teaching evaluation assessments in future research. This study underscores the potential of STAD as a valuable tool in teacher preparation programs, contributing to the development of effective educators.