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


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.


Full Text:




Copyright © 2012-2020 ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies,Tetovo, Republic of North Macedonia.

All Rights Reserved.

The publication is licensed under a Creative Commons License (CC BY)  View Legal Code                                                                                                                 

ISSN (print): 1857-8179. ISSN (online): 1857-8187.

Disclaimer: Articles on Anglisticum have been reviewed and authenticated by the Authors before sending for the publication.

The Journal, Editors and the editorial board are not entitled or liable to either justify or responsible for inaccurate and misleading data if any. It is the sole responsibility of the Author concerned.