Analyzing “Student Team-Achievement Divisions” Effects in Learning and Academic Results

Authors

DOI:

https://doi.org/10.15359/ree.25-1.1

Keywords:

Higher education, cooperative learning, perceptions, performance

Abstract

A type of response to future teachers’ educational needs, based on a methodological transformation in which the students are the protagonists of their learning process, is required in the university field. In light of these needs, this study was proposed to develop a cooperative learning experience with students of the Teaching Degree, betting on one of the strategies framed in these learning methods: the Student Team-Achievement Divisions (STAD). As a second objective, it was proposed to analyze the perceptions of the effectiveness of applying this procedure in learning and the development of professional skills. Based on a descriptive study with a mixed methodology, a sample of 123 students from this university degree was selected; they were administered an assessment questionnaire designed ad hoc and validated by an expert judgment. Subsequently, two discussion groups were held to complement the information collected in the first phase of the research. The obtained results, and later submitted to descriptive analysis, allowed to conclude evident improvements related to the university students’ learning process, to the motivational states and positive attitudes, to the development of transversal competencies, and, finally, to academic results. As these improvements are considered, it is recommended that each teacher adapts, in each case, their way of teaching to the characteristics of their group and how their students learn.

Author Biographies

Sandra Vázquez-Toledo, Universidad de Zaragoza

Doctora en Educación. Licenciada en Psicopedagogía y Diplomada en Magisterio. Miembro del grupo de investigación reconocido EDI -Educación y Diversidad-.

Cecilia Latorre-Cosculluela, Universidad de Zaragoza

Profesora Asociada en la Universidad de Zaragoza. Máster Universitario en Estudios Avanzados sobre el Lenguaje, la Comunicación y sus Patologías. Graduada en Magisterio en Educación Infantil. Miembro del grupo de investigación reconocido “Educación y Diversidad”.

Marta Liesa-Orús, Universidad de Zaragoza

Marta Liesa Orús es Profesora Titular del área de Didáctica y Organización Escolar de la Universidad de Zaragoza, en el Departamento de Ciencias de la Educación. Doctora en Pedagogía. Licenciada en Psicopedagogía. Miembro del grupo de investigación reconocido “Educación y Diversidad”.

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Published

2021-01-01

How to Cite

Analyzing “Student Team-Achievement Divisions” Effects in Learning and Academic Results (S. Vázquez-Toledo, C. Latorre-Cosculluela, & M. Liesa-Orús , Trans.). (2021). Revista Electrónica Educare, 25(1), 1-19. https://doi.org/10.15359/ree.25-1.1

Issue

Section

Journal Articles (Peer Reviewed Section)

How to Cite

Analyzing “Student Team-Achievement Divisions” Effects in Learning and Academic Results (S. Vázquez-Toledo, C. Latorre-Cosculluela, & M. Liesa-Orús , Trans.). (2021). Revista Electrónica Educare, 25(1), 1-19. https://doi.org/10.15359/ree.25-1.1

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