Student Teams and Achievement Divisions: Effects on Academic Performance, Mutual Attraction, and Attitudes. Report No. 233.

Autor/in	Slavin, Robert E.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	Student Teams and Achievement Divisions: Effects on Academic Performance, Mutual Attraction, and Attitudes. Report No. 233.
Quelle	(1977), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Rating; Affective Objectives; Class Activities; Competition; Educational Games; English Instruction; Grade 7; Group Discussion; Group Dynamics; Grouping (Instructional Purposes); Heterogeneous Grouping; Junior High Schools; Locus of Control; Peer Acceptance; Peer Relationship; Peer Teaching; Rewards; Student Attitudes; Student Motivation; Success; Teaching Methods; Teamwork + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Wettkampf; Educational game; Lernspiel; English langauage lessons; Englischunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Gruppendiskussion; Gruppendynamik; Grouping; Gruppenbildung; Sekundarstufe I; Peer-Beziehungen; Peer group teaching; Peer Group Teaching; Reward; Belohnung; Schülerverhalten; Schulische Motivation; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Two instructional techniques, Teams-Games-Tournament (TGT), and Student Teams-Achievement Divisions (STAD), contain a team component and a comparison-among-equals component. To separate the effects of these two components on academic performance, mutual attraction, and student attitudes, a 2 x 2 factorial design was used, varying reward structure (teams vs. individual) and comparison group (entire class vs. achievement division). The Comparison-among-equals component was operationalized by an achievement division system in which student scores on twice-weekly quizzes were compared to those of other students with similar past performance. The 207 subjects, seventh graders in eight english classes, were assigned to 4-5 member heterogeneous teams, according to students' past performance and sex. Four categories of dependent variables were measured: behavioral observation, academic achievement, attitudes, and sociometric measures. Results indicated positive team effects on percent of time-on-task, motivation, liking of others, number of classmates named as friends, peer support for academic performance, and students' feelings that their success did not depend on luck. Positive achievement division effects were found on percent of time-on-task, feeling of being liked, liking of others, number of classmates named as friends, and peer support for academic performance. There were no academic achievement effects for either factor. In conclusion, the team component had more or larger effects on mutual attraction and student attitudes than the comparison among equals; however, it was not possible to determine the relative importance of these components for increasing academic performance. (Author/CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC