ผลของการจัดการเรียนรู้แบบร่วมมือด้วยเทคนิค STAD หน่วยการเรียนรู้ การบวกและการลบจำนวนนับไม่เกิน 100,000 ที่มีต่อผลสัมฤทธิ์ทางการเรียนคณิตศาสตร์ และพฤติกรรมการมีส่วนร่วมในกลุ่มของนักเรียนชั้นประถมศึกษาปีที่ 3

Fatihah  Said; Chittima  Manakarn; Nonttakorn Prachumkayohmat

Authors

Fatihah Said Faculty of Science and Technology, Prince of Naradhiwas University.
Chittima Manakarn Faculty of Science and Technology, Prince of Naradhiwas University.
Nonttakorn Prachumkayohmat Faculty of Science and Technology, Prince of Naradhiwas University.

Keywords:

Addition and Subtraction of Whole Numbers, Cooperative Learning, Group Participation, Mathematics Achievement, STAD Technique

Abstract

Cooperative learning through the Student Team Achievement Divisions (STAD) technique has been widely implemented in mathematics classrooms. In the context of this study, students experienced difficulties in addition involving carrying and subtraction involving borrowing, while group participation remained an area requiring further development. This study aimed to investigate the development of mathematics achievement based on pretest and posttest scores and to examine the level of group participation after learning through the STAD technique.
The sample consisted of 37 Prathomsuksa 3 students from a school in Mueang District, Narathiwat, selected through purposive sampling. The research instruments included nine lesson plans, a 20-item mathematics achievement test, and a 25-item group participation assessment covering five dimensions. The IOC values were 0.87, 1.00, and 0.93, respectively, while the reliability coefficients of the achievement test and the assessment were 0.89 and 0.85. Data were analyzed using mean, standard deviation, and relative gain score. The findings showed that the mean achievement score increased from 7.46 to 15.59, with an average relative gain score of 67.00, indicating a high level of development. Overall group participation was at a moderate level. Responsibility had the highest mean score (3.35), followed by collaboration (3.30), listening (3.25), communication (3.20), and helping others learn (3.10), all of which were at a moderate level. The findings can be used as a guideline for applying the STAD technique in primary mathematics classrooms with similar contexts.

Author Biography

Chittima Manakarn, Faculty of Science and Technology, Prince of Naradhiwas University.

Mathematics Education

References

Best, J. W. (1981). Research in education (4th ed.). Prentice-Hall.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.

Gillies, R. M., & Ashman, A. F. (2000). The effects of cooperative learning on students with learning difficulties in the lower elementary school. The Journal of Special Education, 34(1), 19–27. https://doi.org/10.1177/002246690003400102

Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940. https://doi.org/10.1016/j.tate.2009.10.034

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.

Kanjanawasi, S. (2013). Traditional test theory (7th ed.). Chulalongkorn University Press.

Khaemmani, T. (2023). The science of teaching: Knowledge for effective learning process. Chulalongkorn University.

Ministry of Education. (2008). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Office of the Basic Education Commission.

Ministry of Education. (2017). Indicators and core mathematics learning contents (Revised Edition B.E. 2560). Office of the Basic Education Commission.

Namboran, O., Boonthanom, J., & Yamsang, N. (2020). A study of mathematics achievement in the topic systems of linear equations of two variables using STAD technique of Matthayomsuksa 3 students. [Unpublished Master’s thesis]. Ramkhamhaeng University.

Nilrat, W. (2018). The effects of cooperative learning using the STAD technique combined with Polya's problem-solving process on the trigonometric ratio achievement of Mathayomsuksa 5 students at Suankularb Wittayalai Thonburi School. Office of the Basic Education Commission, Ministry of Education.

Office of the Basic Education Commission. (2023). National Test (NT) student performance evaluation report. Office of the Basic Education Commission.

Onsri, B. (2020). Effects of mathematics learning activity management using cooperative learning STAD technique with the Polya's problem solving process of Prathom Suksa 4 students [Unpublished Master’s thesis]. Burapha University.

Phonlaharn, W. (2021). A study of mathematics achievement in geometry using STAD cooperative learning combined with multimedia for Prathomsuksa 3 students [Master’s thesis]. Uttaradit Rajabhat University. https://doi.nrct.go.th/ListDoi/listDetail?Resolve_DOI=10.14457/URU.the.2021.6

Saenrak, K. (2022). Effects of cooperative learning using Student Teams Achievement Division technique (STAD) with flipped classroom on learning achievement and geo-literacy of Mathayomsuksa 1 students [Master's thesis]. Burapha University. https://ir.buu.ac.th/dspace/bitstream/1513/630/1/63910110.pdf

Saokhammuangdee, P. (2019). The study of learning achievement in mathematics of Prathomsuksa 6 students with the cooperative learning STAD technique [Master's thesis]. Silpakorn University. http://ithesis-ir.su.ac.th/dspace/bitstream/123456789/2786/1/60316321.pdf

Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300–313. https://doi.org/10.1111/j.1465-3435.2010.01430.x

Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.

Srisaard, B. (2017). Basic research (10th ed.). Suviriyasarn.

Suwathanpornkul, I. (2018). Educational research: Concepts and applications. Chulalongkorn University.

Talkhan, E., Alhubaidah, S., Muthanna, A., & Qadhi, S. (2025). The effect of cooperative learning toward mathematics achievement of primary students: A systematic review using meta-analysis. Social Sciences & Humanities Open, 12, 102247. https://doi.org/10.1016/j.ssaho.2025.102247

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). "Explain to your partner": Teachers' instructional practices and students' dialogue in small groups. Cambridge Journal of Education, 39(1), 49–70. https://doi.org/10.1080/03057640802701986