Effect of Students’ Team Achievement Division (STAD) on Achievement and Interest of Students in Reading Comprehension in Onueke Education Zone of Ebonyi State, Nigeria.

Abstract

This study investigated the Effect of Students’ Team Achievement Division (STAD) on achievement and interest of students in reading comprehension in Onueke Education Zone of Ebonyi State. Six research questions and six hypotheses guided the study. The study adopted quasi-experimental design, specifically pre-test, post-test non-equivalent control group design. The population of the study comprised 2,400 senior secondary II students. A sample of 104 students (42 males, 62 females) was used for the study. Data obtained from the study were analyzed using mean and standard deviation to answer the research questions while Analysis of co-variance (ANCOVA) was used to test the hypotheses at 0.05level of significance. The findings revealed that students who were exposed to STAD had higher post-test mean achievement and interest score than those who were not exposed. There was no significant difference in the mean achievement scores of male and female students in reading comprehension (p>.05). The study also revealed that there was no significant interaction effect of gender and treatment in STAD on students’ academic achievement and interest in reading comprehension. Thus, government through the relevant curriculum bodies like Nigeria Educational Research Development Council (NERDC) should incorporate the use of STAD into the curriculum and ensure periodic curriculum review.