Abstract/Summary

This research study investigated the effectiveness of the cooperative learning method, Stratified Team Achievement Divisions (STAD), in improving student progress and motivation within Sixth Form Supervised Study lessons outside of a traditional classroom setting. The study took place in a large secondary school in the UK and focused on students from a Year 13 A Level Business Studies class. Supervised study lessons were identified as an area where this intervention could have a positive impact, as students who attended these sessions often lacked motivation and direction in this timetabled study lesson, resulting in limited academic progress to be made. This study aimed to address this issue through the implementation of Stratified Team Achievement Divisions (STAD) (Slavin, 1989) within these supervised study periods. The 20 students from the researcher’s Year 13 A Level Business class were divided into five equal groups, organised by when their individual supervised study schedules matched. Following initial training on how to work as a group, each group met as a collective over the six-week cycle to work on a range of stimulus provided by the subject teacher. Students were then assessed through weekly quizzes, with scores contributing to the group total positive points based on individual improvements each week. In addition to the quiz data, other factors were analysed using group observations and focus groups with select student participants. Data, including attendance figures and attitude to learning scores, were also used to triangulate the findings. The findings suggest that the STAD model positively impacted student motivation and progress for some in the intervention. Higher ability students, for example, often helped lower ability peers, fostering a supportive learning environment. Attendance and active participation within the groups were critical factors in the success of the intervention. Variability in student attendance and engagement affected overall group performance. Higher ability students also sometimes felt they were not benefiting as much from the group work, and the absence of continuous teacher support during group meetings was also a significant limitation, resulting in disengagement from some participants. Recommendations for future research and practice include encouraging consistent attendance and active participation in group STAD meetings when conducted outside of the classroom. It is also suggested that there is an essential requirement for continuous additional training and guidance for students on effective group work strategies to maximise this intervention’s effectiveness. Other Sixth Forms looking to use this cooperative approach might also consider incorporating additional support and supervision from those who run the supervised study area to enhance the effectiveness of the STAD model. Overall, the study concludes that while the STAD cooperative learning method can improve student motivation and progress in a supervised study setting, its success is highly dependent on student engagement, attendance, and the level of teacher support provided.