The Impact of STAD Strategy on FL Reading Achievement of Low-, Average-, and High-achieving Students in Al balqa Applied University

Mohammad Akram Al-Zu’bi, Amal Riyadh Kitishat

Abstract


The study investigated the effects of the ‘Student Teams-Achievement Divisions’ (STAD) on reading achievement of Jordanian University learners of English. It attempted to answer the following main question:

• What is the effect of STAD on reading comprehension achievement of Low-, Average-, and High-achieving students compared with conventional method? Forty one Language learners of EFL participated in the study at Ajloun College in the academic year 2013. The participants of the study consisted of two assigned sections. The experimental group was taught according to STAD strategy; while the control group was taught according to the conventional way. The results indicated that the cooperative learning model STAD had statistically significant effects on reading comprehension for high- and average-achieving learners but it had not statistically significant on low-achieving students.

Keywords: Cooperative learning, Reading comprehension, (STAD), Traditional method, Foreign Language Learning (FLL). Higher education in Jordan.

 


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DOI: http://dx.doi.org/10.0001/(aj).v2i5.670

DOI (PDF): http://dx.doi.org/10.0001/(aj).v2i5.670.g1806

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