10 PREFACE

Mathematics education plays an important role in enhancing the development

of our nation and country. It is one of the main contributors that produce young

generation with creative and critical thinking. The creative and critical thinking

enable youngsters to make wise and rational decisions in their daily lives. Therefore,

it is important to equip our young generations with the mathematical knowledge and

increase their interest in learning mathematics since their elementary schools.

The mathematics performance shown by the pupils through examinations or

tests in school is one of the methods used to evaluate pupils’ mastery of mathematical

concepts and skills. In this research, one of the cooperative models, Student Teams

Achievement Divisions (STAD) was applied to enhance the pupils’ academic

performance as well as their attitude towards mathematics. In addition, the common

errors made by the pupils in the mathematics tests are analysed and the effectiveness

of STAD model in helping the pupils to make less common errors were also

evaluated.

1.1 Introduction

Mathematical thinking benefits us as members of this modern society not just

because of its application in workplaces but also in businesses and finance. Most

important of all, it is very useful in facilitating personal decision making process.

Mathematics itself is a powerful tool in providing means in understanding

engineering, science, technology and etc.

In education field, mathematics equips pupils with essential mathematical

knowledge to solve problems in their daily lives. Normally, pupils who excel in

mathematics have good financial management. Furthermore, they are able to think

independently and wisely in practical and abstract ways in solving problems or

challenges faced inside or outside of the classroom.

 In the olden days or even nowadays, most of the mathematics teachers let their

pupils sit by themselves with papers, workbooks and pencils to struggle

independently to understand lessons or solve the problems assigned to them. This

learning process can be boring, lonely and frustrating. Therefore, it is not surprising

that most of the pupils lost interest in learning mathematics. Subsequently, this leads

to poor performance in the class for mathematics subject.

Cooperative learning is one of the effective methods used in enhancing

pupils’ performance in mathematics. According to Gillies and Ashman (2003),

cooperative learning is able to promote higher achievement and liking among

students which include the promotion of high-quality cognitive strategies, the

constructive management of controversy and debate, time on task, elaborate sharing

and processing information, peer encouragement of effort, active peer group

involvement in learning, interaction between students of different achievement levels,

perceptions of psychological support, positive attitude towards subject areas and

perceptions of fairness in grading.

Student Teams Achievement Divisions, namely STAD model is one of the

cooperative models. According to Davidson (1990), the main idea behind STAD is to

motivate students to encourage and help each other in mastering skills presented by

the teachers. If pupils want their teams to succeed, they must help and encourage each

other to learn the materials. The application of STAD requires the pupils to work in

pairs and compare answers, discuss any discrepancies, and help each other with any

roadblocks faced during teaching and learning in mathematics. The word “team” is

the most important element in STAD. The team provides peer support for academic

performance that is significant for positive effect on learning mathematics.

1.2 Teaching and Learning Reflection

Based on researcher’s observation, it was discovered that most of the pupils’

performance in mathematics subject of the researched school were weak or could be

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said as poor. Their academic performance in most of the subject especially

mathematics was below expectation. Most of the pupils either failed the mathematics

examination or just flied above the passing marks. If this problem was not well

tackled from the early learning stage, it was believed that the pupils would not be able

to proceed further to achieve higher achievement in mathematics subject now or in

the future.

After observing the normal teaching and learning process in the mathematics

class, it was discovered that pupils were seldom exposed to team or group works.

They were often asked to do work individually. This had caused the weaker pupils to

lose interest in learning mathematics as they could not catch up with the learning

progress in the teaching and learning during the class. When the pupils themselves

felt unable to cope with the lesson taught, they would choose to give up their learning

in mathematics. This circumstance would cause the pupils’ low academic

performance in mathematics and also brought negative effect on pupils’ attitude

towards mathematics. Moreover, researcher also discovered that the common errors

made by the pupils when solving the mathematics questions or problems was one of

the contributors that caused the pupils to lose marks in the mathematics tests and thus

affected their academic performance in the mathematics tests. Due to the above

scenario, a suitable strategy or technique should be created or designed in order

enhance pupils’ performance in mathematics.

During the previous teaching and learning experiences, researcher had tried to

expose the pupils to cooperative learning during her mathematics lesson in the class.

Researcher let the pupils do their work in group or team. It was delighted to see the

pupils were showing their interest in learning mathematics in cooperative manners

with their team members and improving from time to time. They tended to make less

common errors in the mathematics tests and able master most of the previous

mathematical knowledge and skills learnt in the class. This was proven that the

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strategy had successfully increased most of the pupils’ academic performance in

mathematics as well as reinforced their learning attitudes in mathematics. Hence, it

was hopeful that the STAD, one of the cooperative learning models, was able to help

the pupils in increasing their performance in mathematics.

According to Orlich et al. (2007), cooperative learning fosters the pupils’

positive interdependence by teaching pupils to work and learn together in a small-

group setting. It is an approach that organises classroom activities into academic and

social learning experiences where pupils are encouraged to learn in a group or as a

team. Cooperative learning is an approach to group work that minimises the

occurrence of those unpleasant situations and maximises the learning experience and

satisfaction that are the results of working on a high-performance team (Felderl and

Brent2, 2008).

Through cooperative learning, pupils’ learning time is able to be increased

while reduces teacher’s workload by teaching pupils to assist each other with

learning, completing a task and also monitoring one another’s learning progress

during the teaching and learning of mathematics in the class. As stated by Huang

(2008) which extracted from Kagan and Olsen (1992),

“Cooperative learning is group learning activity organized so that

learning is dependent on socially structured exchange of information

between learners in groups and in which each learner is held

accountable for his or her own learning and is motivated to increase

the learning of others.”

The STAD strategy in cooperative learning is aimed at enhancing pupils’

learning as a team or group to achieve the goal. It is considered as the simplest of the

Student Team Learning (STL) methods. By implementing the STAD strategy in

mathematics subject, pupils need to help each other in their learning and work

together as a team to resolve obstacles faced in solving a mathematical problem. The

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team members at last will share their team achievement together. The cooperative

learning model requires student cooperation and interdependence in its task, goal and

reward structures (Miller and Peterson, n.d).

1.3 Educational Values Reflection

Education is an act or process of imparting, or acquiring general knowledge,

developing the powers of reasoning and judgment, and generally of preparing oneself

or others intellectually for mature life. It could be a certain degree, level or kind of

schooling (Jackson, 2010). With the reference to Macdude (2006), GATE's chairman

and CEO, Mr. Glenn Jones, has said that "Education is the great hope for the survival

of humankind and for the forward progress of civilization."

Education makes man a right thinker. It tells man how to think and how to

make decision. Beside that, through the attainment of education, man is able to

receive information from the external world; to acquaint himself with past history and

receive all necessary information regarding the present (Maulana Wahiduddin Khan,

n.d)

Values are the ideals or standards that people use to direct their behavior;

values are what people strive to realize in their lives (Lombardo, 2008). Values are

very important for us as they are the standards that we have to use in making

judgments or decisions about what is important in our life and what is right or wrong

in human behaviour.

There are many values connected with education. For example, learning,

thinking, integrity, honesty, growth, and excellence. These values mirror the general

goals and principles of behaviour among educators and schools. These values define

the elements that are important in the educational process. Educators need to try to

encourage their students to pursue these values through the teaching and learning

process in the schools not only in mathematics subject but also all the other subjects.

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These values are able to help the students to embrace and practice them in their daily

lives, enhance their academic performance and also serve as the foundation for the

students to acquire factual knowledge and also intellectual skills that they require in

their learning process. For example, the value of the love of learning and thinking.

This value enhances students not just in academic performance but also aids the

students to explore and achieve knowledge and skills which are beneficial to

themselves, others and also the society.

The educational values are able to help an individual to become a life-long

learner. According to Jones (2009), making lifelong learning part of one's life also

fosters a sense of personal empowerment and increased self-esteem. In other words,

life-long learning ensures individuals which include the students, to have continued

growth and intellectual stimulation, leading to a more fulfilling, enjoyable, and

enriched lifestyle in their education.

20 RESEARCH FOCUS

The challenge in education today is to effectively teach pupils of diverse

ability and differing rates of learning (Effandi Zakaria and Zanaton Iksan, 2006).

Therefore, teachers are expected to teach in a way that enables the pupils in acquiring

process skills, positive attitudes and values and problem solving skills besides

learning the mathematical knowledge. Various types of strategies have been

advocated for the use of teaching and learning of mathematics. Cooperative learning

is one of the effective strategies.

Focus of this research is to apply STAD model during teaching and learning

of mathematics subject in the class to improve year 5 pupils’ performance in

mathematics from the aspect of their academic performance. Besides, the changes of

their attitudes towards mathematics after the implementation of STAD model in the

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teaching and learning of mathematics are also observed. This research also examines

and analyses the common errors made by the pupils in the mathematics test that bring

negative effect towards the pupils’ performance in mathematics.

2.1 Research Issue

Mathematical thinking is important for all of the members in our society as it

is used widely in the workplace, business and finance as well as for personal

decision-making in daily life. Mathematics is fundamental to national richness in

providing tools for understanding science, engineering, technology and economics

and also in public decision-making. In the education field, mathematics equips pupils

with exclusive powerful ways to describe, analyse and change the development of

world. It can motivate moments of pleasure for all pupils when they solve a problem

for the first time, discover a more elegant solution, or notice hidden connections.

Pupils who are functional in mathematics are those who able to think independently

in applied and abstract ways. They can reason, solve problems and evaluate risk.

Therefore, it is important for pupils to master the subject of Mathematics.

In the Section 1.2, the previous teaching and learning reflection had been

discussed. It was discovered that the year 5 pupils’ academic performance in

mathematics was weak and the pupils were showing low interest and confident in

learning mathematics. The social interaction in the class during the teaching and

learning of mathematics in the class was low as well. Moreover, it was discovered

that most of the pupils often made some common errors that caused them to lose

marks in the mathematics tests due to their inappropriate attitude and low mastery in

mathematical concepts. It was also realised that pupils were bored with the teaching

and learning strategy applied by the teacher in the class in which the pupils were

asked to do their study and work individually. However, pupils showed a high interest

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in learning when they were asked to work as a team and do their work cooperatively

with their team members.

Therefore, it is important for us as mathematics teachers to use and apply the

cooperative learning strategy especially the STAD model during the teaching and

learning in the mathematics class so that our pupils can learn mathematics effectively.

2.2 Literature Review of the Research Issue

Based on Huang (2008) which adapted from Chong (1994), cooperative

learning is formed based on three main theories. The theories are social

interdependence theory, cognitive developmental theory and behavioral learning

theory. According to INTIME (2008), interaction with other people is essential for

human survival. In an education setting, social interdependence refers to students’

efforts to achieve, develop positive relationships, adjust psychologically, and show

social competence.

There are two main theorists that play important roles for the cognitive

development theory. They are Jean Piaget and Lev Vygotsky. Piagetian perspectives

suggest that when individuals work together, socio-cognitive conflict occurs and

creates cognitive disequilibrium that stimulates perspective-taking ability and

reasoning (INTIME, 2008). This means that different views from peers can put a

child in disequilibrium, prompting them to accommodate this and make sense of

different ideas and perspectives. Vygotsky presented the theory that children learn

through their interaction with others, thus the people in their world hold great

influence on their learning (Driscoll and Nagel, 2002). "What the child can do in co-

operation today he can do alone tomorrow." (Myers, 2001 adapted from Vygotsky,

1986, p. 188). It is believed that children learn through their peers. When they are

working together with their peers on a task or learning together with them, they are

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learning at the same time. After they have learnt the knowledge or skill needed from

their peers, they can perform the same task again by themselves.

For behavioral learning theory, the contributors are Watson, Skinner, Pavlov

and Thorndike. The behavioral-social perspective presupposes that cooperative

efforts are fueled by extrinsic motivation to achieve group rewards (INTIME, 2008).

The extrinsic motivation can be in the form of praises, presents and also formal

recognitions. With the help of extrinsic motivation, children tend to be more

motivated to work with other group members in settling a task or achieving a goal.

The various features of cooperative learning, particularly positive interdependence,

are highly motivating because they encourage achievement-oriented behaviours such

as trying hard, praising the efforts of others, and receiving help from the group

members.

It is understood that children are learning in numerous ways. They learn from

reading, observing, listening, and also teaching others. As stated by Putnam (1997)

which excerpted from Acorn et al. (1970) about what people learn:

“ 10% of what they READ

20% of what they READ and HEAR

30% of what they SEE

50% of what they SEE and HEAR

70% of what they SAY*

90% of what they SAY and APPLY in life*

95% of what they TEACH others*”

It is clearly shown that we learn the most when we teach others so as for the pupils.

When the pupils are discussing ideas with the other, they are learning most at the

time.

Lourenco (1998) claimed that the more time that the pupils invest in their own

learning process, the more they will learn. This has shown that pupils learn more

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when they spend more time and effort in doing their own learning. This approach is

believed to enhance students’ performance and achievement in various subjects and

aspects of the language and producing positive social outcomes (Syafini Bt. Ismail

and Tengku Nur Rizan Bt Tengku Mohamad Maasum, n.d.). According to Slavin

(1989) in Gillies and Ashman (2003), cooperative learning may be an effective mean

of increasing students’ achievement, opportunities for learning can be maximised

only if group goals and individual accountability are embedded in the cooperative

method used. Armstrong et al. (1998) mentioned that pupils commented that using

STAD made learning fun and the content easier to understand.

According to Snyder and Shickley (2006), the National Council of Teachers

of Mathematics (NCTM) expresses that learning with understanding is essential to

enable students to solve new kinds of problems that they will inevitably face in the

future. This is because not all pupils are participating regularly in the whole class

discussions; teachers need to monitor their participation to ensure that some are not

left entirely out of the discussion for long periods. The use of small groups will

permit the pupils to have the chance to share important thoughts and ideas with their

group members, thus improving confidence in sharing of ideas and communicating

about mathematical ideas.

Besides, cooperative learning groups set the stage for students to learn social

skills. These skills help to build stronger cooperation among group members.

Leadership, decision-making, trust-building, and communication are different skills

that are developed in cooperative learning (Dahley, 1994). In addition, cooperative

learning has been shown to improve relationships among students from different

backgrounds (Lyman et al., 1988). Effandi Zakaria et al. (2010) mentions that

cooperative learning emphasises on social interaction and relationships among groups

of students in particular and among classmates in general.

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 STAD is one of the simplest and most flexible of the cooperative learning

methods, having been used in grades 2 through 12 and in such diverse subject areas as

math, language arts, social studies, and science (Mifflin, n.d. excerpted from

Biehler/Snowman, 1997). Slavin (1980) claims that STAD has shown positive

improvement towards pupils’ academic achievement as well as encouraging pupils to

have higher cognitive thinking skill. Teaching and learning in mathematics through

STAD model in cooperative learning brings positive effects towards the academic

performance and also their achievement in mathematics (Wong, 2007).

Cooperative learning experiences promote more positive attitudes toward the

instructional experience than competitive or individualistic methodologies. In

addition, cooperative learning should result in positive effects on pupils’ achievement

and retention of information (Rosini B. Abu, 1998 excerpted from Dishon & O'Leary,

1984; Johnson & Johnson, 1990; Slavin, 1991). According to Wong (1998) adapted

from Gan and Wong (1995), cooperative learning has positively improved the

attitudes of their participants towards learning mathematics.

All cooperative learning structures are designed to increase pupils’

participation in learning. The more opportunities pupils have to participate, the

greater likelihood that they will become empowered to do mathematics in

knowledgeable and meaningful way (Kennedy and Tipps, 1999). According Effandi

Zakaria and Zanaton Iksan (2006), cooperative learning is grounded based on the

belief that learning is most effective when pupils are actively involved in sharing

ideas and work cooperatively to complete academic tasks. Johnson and Johnson

(1998) claims that promotive interaction occurs as individuals encourage and

facilitate each other's efforts to reach the group's goals (such as maximizing each

member's learning). Besides, a pupil doesn't always catch his own mistakes, though,

no matter how skilled he may be. Group correction is an alternative, with peers in

small groups pointing out mistakes (Cotter, n.d.).

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30 RESEARCH AIM

This action research is carried out to apply one of the cooperative models -

STAD in enhancing the year 5 pupils’ academic performance in mathematics subject.

This research is also aimed to evaluate the pupils’ attitude in learning mathematics

before and after implementation of the STAD model during the teaching and learning

of mathematics in the classroom at one of the primary school which is located at the

outskirt of the Miri City.

3.1 Research Objectives

Based on the research aim stated above, researcher has decided on four

research objectives that are to be achieved. The objectives are:

(a) To evaluate the effectiveness of the implementation of STAD model in

increasing year 5 pupils’ academic performance in mathematics subject.

(b) To determine whether the application of cooperative learning model – STAD

model is able to change the pupils’ attitude towards mathematics.

(c) To analyse the common errors made by the pupils when answering the

questions in the mathematics tests.

3.2 Research Questions

The research questions are stated as below:

(a) Does the implementation of STAD model bring improvement towards year 5

pupils’ academic performance in mathematics subject? What are the

improvements shown by the pupils in their academic performance in

mathematics after implementing the STAD model?

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(b) Does STAD model change the pupils’ attitude towards mathematics subject?

What are the changes?

(c) What are the common errors made by the pupils when answering the

questions in the mathematics tests? Can STAD model help the pupils to make

less common errors in the mathematics tests?

4.0 PARTICIPANTS

There were 4 participants in this research. The personal information of each

participant was collected based on the Participant Information Form (Appendix 1).

Based on the information collected, the gender of the participants was male. The

participants were the year 5 pupils from one of the primary schools at the outskirt of

the Miri City. They were all eleven years old. The participants, namely P1, P2, P3

and P4 had different economic background but same cultural background. All of them

were from Kedayan cultural background. Their academic performance in

mathematics subject was at the range of weak to moderate. This could be seen

through their average scores for their mathematics tests in the year 2009. Participants

had sat for mathematics tests for five times in the year 2009. The average score of the

five tests taken by each of the participants was obtained as their pretest results. The

results were stated in the Table 1.

Table 1: Participants’ Average Score in Mathematics in the Year of 2009

Participant Test Test Test Test Test Average Mathematics

1 2 3 4 5 score in 2009 (%)

P1 49 65 54 58 60 286/5 ≈ 57

P2 22 44 48 50 54 218/5 ≈ 44
P3 27 38 47 45 29 186/5 ≈ 37
P4 27 43 34 38 40 182/5 ≈ 37
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5.0 ACTION PROCEDURE

The date of implementation for STAD model during the teaching and learning

in mathematics classroom was from 8th February 2010 until 26th March 2010. The

duration for the planned research is 6 weeks (2 hours per week). In this session, the

action plan for this research was clearly planned. The researcher focused on

discussing about the steps of action which included the steps of diagnosing, action

planning, taking action, evaluating and specifying learning which contributed to the

next cycle and so on.

According to O’Brien (1998) which is adapted from Susman (1983), there are

five phases to be conducted within each research cycle (Figure 1).

Next Cycle Diagnosing

Specifying Learning Action Planning

Evaluating Taking Action

(Modified from O’Brien (1998); adapted from Susman (1983))

Figure 1: Research Model

Firstly, the problem was diagnosed and defined. Diagnosing corresponds to

the identification of the primary problems that were the underlying causes of the
14
organisation’s desire for change (Baskerville, 1999). Therefore, it was important to

choose a suitable problem or issue to be researched. To define a suitable issue or

problem to be researched and solved, observation was made at the researched

classroom. After that, the main issue which was the year 5 pupils’ low performance in

mathematics was defined as the main issue that needs to be solved.

Researcher and participants were then collaborate in the next activity, action

planning. This activity specifies organisational actions that should relieve or improve

the primary problem. The discovery of the planned actions must be guided by the

theoretical framework. The plan establishes the target for change and the approach to

change. After referring to the different resources, STAD model was chosen as the

main concept for the planned action. A schedule of work for the implementation of

the STAD model was prepared at the stage of action planning. Action planning was

important to make sure that the action research for the issue identified could be

carried out smoothly according to the work schedule planned. At the stage of action

planning, researcher also needed to seek for the literature reviews from the other

resources about STAD model as well as the previous researches done about the

implementation of the STAD model in the teaching and learning.

Action taking was then implemented. Before interpreting the STAD model,

the number of participants for this action research was decided and their background

from socio-economic and culture were examined. Once the number of participants

had been decided, the participants’ previous tests score in the year 2009 were

collected. This was done to take the mean scores (base score) of the participants for

the mathematics subject. The 5 tests previously taken by the participants were

considered as the pre test while the mean scores calculated would be taken as the

participants’ pre test data.

Referring to the STAD model, participants were assigned into teams of two,

with each team mirroring the make-up of the class in terms of ability. Members for

15
each team were decided by the researcher. Each team must have a participant with

better academic performance in mathematics. After referring to the participants’

previous academic performance in mathematics, researcher decided to put participant

P1 and P3 in team 1 while participant P2 and P4 in team 2. Once these assignments

were made, a four-step cycle which refers to teach, team study, test, and recognition

would begin.

For the first stage of STAD model, class presentation, lesson and materials

was presented to the class through direct instruction, discussion format and etc. In the

team work phase, pupils were asked to complete worksheet or a task as a group. They

were required to work together and help each other in completing the tasks assigned

to them. The team members were also responsible for making sure their partners in

the group was able to understand and master the skills and knowledge delivered in the

class.

After 2 weeks of teaching, a post-test was given to each of the participants

individually to check their understanding on the materials learned. The team members

were not allowed to help each other for the individual test given. The achievement

test was then graded by the researcher. The individual achievement scores for every

member in each team were then calculated and summed up as the team scores. If the

participant’s score was higher than the base score, then the participant would

contribute positively to the team score. The scoring methods were used to reward the

participants for their effort in making improvement. The use of improvement scores

had been shown to increase participants’ academic performance even without teams

and it is an important component of student team learning. Team recognition would

be given based on their improvement scores.

Last stage of the STAD model was team recognition. The team recognition

was given based on the group improvement scores. The team which collected the

most points was declared as the best team. Rewards were given to the winning team.

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The rewards could vary but they had to be informal. Here, researcher put up the name

of the best team on the class bulletin boards. In addition, rewards in the form of prizes

were also given. After that, questionnaire was given to the participants to identify and

evaluate participants’ learning attitudes after implementing the STAD learning model.

After the first cycle of the action research was completed, the outcomes of the

planned action were evaluated. The evaluation includes determining whether the

theoretical effects of the action were realized, and whether these effects relieved the

problems.

After collecting, analyzing and evaluating the data, the activity of specifying

learning was formally undertaken last. General findings were identified at this stage.

The action research cycle could continue, whether the action was proved successful

or not. This was to develop further knowledge about the validity of relevant

theoretical frameworks. The second cycle of this action research was carried out after

modifying the first action plan. The action research would go for one or more cycles

until the problems were overcame and the outcomes and findings fulfilled the

objectives of this research.

6.0 DATA COLLECTION PROCEDURE

The instruments used in this research were achievement test, questionnaire

and observation. The details of these instruments were discussed in this section.

6.1 Achievement Test

Testing is extremely important however, because without it no teacher can

really know how much the pupils have learnt (Sachs, 2010). In the other meaning, test

is a tool that used to evaluate the pupils’ performance in a specific task or subject.

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 This instrument was mainly used to evaluate the effectiveness of the

implementation of the STAD model in increasing the participants’ academic

performance for mathematics subject. Through this instrument, researcher aware of

and noticed the common errors made by the participants when solving the

mathematical problems.

The previous five tests that were taken by the participants in the year 2009

were considered as their pretest. The average scores for the tests were calculated as

their pretest scores before the implementation of the STAD model in the teaching and

learning of mathematics.

The post-test was carried out to examine the participants’ academic

performance after implementing the STAD model. The post-test items were modified

based on the Curriculum Development Centre (2006).

6.2 Questionnaire

Questionnaire is used to allow feedbacks from pupils. It also allows each

pupil to have the opportunity to provide anonymous feedback on their experience. It

can be used to collect data and allow all participants the opportunity to provide

feedback. According to University of Sheffield (2010), the feedback is generally

anonymous, which encourages openness and honesty.

In this research, 4-point Likert Scale Questionnaire was used. The Likert

Scale is a popular format of questionnaire that is used in educational research

(Markusic, 2009). The questionnaire was given to the participants to answer after the

implementation of STAD model for the last cycle in action plan. The main purpose of

this questionnaire was to evaluate the participants’ respond towards STAD model

from the aspect of mastery in mathematics, interest towards mathematics and also

social interaction in the class. The questions given to the participants to answer in the

questionnaire were not arranged according to its groups but were shuffled.

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 18 questions (Appendix 5) were prepared for this questionnaire. The

questionnaire was modified based on the questionnaire in Huang (2008). 8 questions

were prepared to survey the participants’ interest in learning mathematics. Besides

that, 6 questions and 4 questions were designed to survey the participants’ mastery in

mathematics and participants’ social interaction in the class respectively.

6.3 Observation

Observation is a term that describes several methodological techniques, and

can be used to collect qualitative or quantitative data. Non-verbal behaviour and

tactile skills are particularly amenable to observation. The presence of an observer

may affect the behaviour of subjects. Data collection may be influenced by the

observers' expectations and motives (Lynes, 1999).

Besides observing the participants’ learning behaviours and participation

informally in the class, parts of the observation were also written in the form of

journal to identify and examine the problem faced when carrying out the STAD

model during the teaching and learning of Mathematics in the class so that

improvement can be done to overcome the problems faced. A journal was written

after two weeks of teaching.

7.0 DATA ANALYSIS PROCEDURE

In this section, the methods used to analyse the data collected were discussed.

The researcher had carried out the teaching lesson plan for mathematics subject in the

researched school for the chosen participants for 6 weeks times (2 hours of teaching

per week). The data were collected and analysed based on the three instruments

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(achievement test, questionnaire, and observation). The data analysis was made

based on quantitative and qualitative approaches.

7.1 Achievement Test

The post-test was built from 10 objective questions and 20 subjective

questions (Appendix 2, Appendix 3 and Appendix 4). The total score allocated for the

10 objective questions was 20% whereas 2% for each correct answer. For the

subjective questions, the total score of 80% was given. The score for each of the

subjective question was different. Score of 1% until 3% was given based on the level

of difficulty of each question.

After marking the participants’ post-test 1, the score of the post-test 1 was

obtained for each of the participants and recorded down. The comparison of the

pretest and post-test 1 scores was done and visualised by using the spreadsheet.

Researcher firstly recorded down the scores in Table 2.

Table 2: Form Used in Recording Participants’ Scores

Participant Score (%)

Pretest Post-Test 1
P1
P2
P3
P4

Researcher compared the pretest and post-test 1 scores as well as measured

the effectiveness of STAD model in enhancing participants’ academic performance in

mathematics. The scores collected in post-test 2 and post-test 3 were analysed in the

form of percentage (%). Each of the post-tests was compared with the test taken in the

previous cycle. Researcher also analysed the common errors done by the participants

that have caused the participants inability to score well in their achievement tests.
20
The scores achieved by the participants in the pretest and post-tests were compared to

evaluate the effectiveness of STAD model in helping the participants to make less

common errors in mathematics tests.

7.2 Questionnaire

After participants had done the questionnaire, researcher grouped and

reorganised the items based on its type. The numbers of participants’ that chose

“Strongly disagree”, “Disagree”, “Agree” and “ Strongly agree” for each of the items

in the questionnaire were recorded down.

7.3 Observation

Three aspects were observed. The aspects were participants’ behaviours,

social interaction, and the participants’ participation during the implementation of

STAD model in the teaching and learning of mathematics in the classroom. Through

observation, the participants’ learning progress and their attitude shown in

mathematics subject are examined. Researcher observed the interaction between the

participants as a group or team when the STAD model was implemented. Besides, the

engagement of the participants with the class and group activities designed in

accordance to the STAD model was also observed.

8.0 RESEARCH FINDINGS

In this section, the findings that obtained from the each cycle were discussed

based on the participants’ scores in the pretest and post-tests. Besides, the findings of

the questionnaire and observation on participants’ attitude towards mathematics were

made. By examining the achievement tests taken by the participants, the common

errors made by the participants were analysed.

21
8.1 Findings of the First Cycle

In this research, the improvement of the year 5 participants’ academic

performance in mathematics was measured by pretest and the post-tests. The

comparisons of the pre-test and post-test of the four participants were analysed and

interpreted in this section. The pretest and post-test were meant to evaluate the

effectiveness of STAD model in increasing the participants’ academic performance in

mathematics subject.

For the first cycle of this action research, the participants’ scores in the post-

test 1 (Appendix 2) after the implementation of the STAD model for the first time are

collected and compared with their scores achieved in the pretest. The participants’

scores in pretest and post-test 1 are displayed in Figure 2.

Figure 2: Participants’ Scores in Pretest and Post-test 1

With reference to the data observed in Figure 2, the post-test 1 score of

participant P1 if comparing with the pretest score was improving from 57% to 79%

while participant P2 was improving from 44% to 70%. Besides that, it was also

discovered that the test score of participant P3 was improving from 37% to 46%. In

addition, participant P4 was also showing improvement in his post-test 1 score when

comparing to his pre test score with his test score improved from 37% to 52%.

It was discovered that there were 2 participants’ mathematics test scores were

improving for more than 20% if compared to the test scores they obtained in pre test.

The participant was participant P1 and P2. The improvement score shown by

participant P1 was 22% while the improvement score of participant P2 was 26%. As

22
for participant P3, he obtained the improvement score that more than 5% and that was

9%. On the other hand, participant P4 achieved improvement score of 5%.

Based on the pretest scores achieved by the participants, it was discovered that

the participants’ academic performance in mathematics were in the range of weak and

average. Most of the participants were only able to solve simple mathematical

questions with the application of simple mathematical skills. The main important

factor that led to their inability to achieve good results in mathematics was because

they unable to perform the correct steps in solving the mathematics questions given in

the tests as well as the correct answers for the mathematics questions. This happened

because of their weak mastery of the 4 basic operations. Besides, they were not able

to fully understand the previous lessons taught in the class due to the ineffective

teaching and learning strategy in the class.

By referring to the participants’ scores in the post-test 1, it was discovered

that, the participants’ academic performance in mathematics subject had increased

after implementation of STAD model in the teaching and learning of mathematics

subject for 2 weeks. They were able to solve the mathematics questions in the test

better.

Through the observation made during the teaching and learning of

mathematics in the classroom, it was noticed that instead of only learning from the

teacher, participants learnt better when they were asked to study in the form of group.

They enjoyed studying with their team members; correcting their team members’

mistakes in solving mathematics questions or problems as well as sharing knowledge

with each other in the group.

Not just with the members in their own team, but they also like to share their

knowledge with the other team through the group activity that requires interaction

among groups, for instance, checking the steps of solving and answers of the

mathematics questions given by the opposite teams. Based on the examination, it was

23
proven by participants that learning could be enhanced when participants or the pupils

had positive interaction with their peers. Through the implementation of STAD

model, the participants were motivated to give support and assist each other

especially their team partners.

8.1.1 Constraint and Suggestion

Although all of the participants’ results in the mathematics tests improved

after the implementation of STAD in the first cycle, some constraints were faced.

Unable to master the basic concept of multiplication especially in memorizing the

multiplication tables was the main constraint faced by the participants that had caused

them to lose most of the marks when solving and answering the mathematics

questions. Most of the participants were unable to memorise the multiplication tables

well. When the participants were unable to memorise the multiplication tables well,

this would influence their test scores as they were unable to perform the correct steps

of solving the multiplication and also division questions thus giving the wrong

answer.

Lack of drilling or practices was also one of the constraints that faced during

the application of STAD model in the first cycle. Most of the activities or tasks given

to the participants required the participants to solve or do in group in the class. Not

many worksheets or practices were given to them to be done as homework during

their leisure time whether in group or individually to enhance their learning of the

mathematical concepts taught in the class.

To overcome the first constraint, participants were taught to build and write

multiplication table that was required to solve each of the multiplication and division

questions or problems. They were taught to use repeated addition to build the

multiplication tables. By referring to the multiplication table, participants could easily

solve the questions involving multiplication and division without memorising the

24
multiplication tables. In order to overcome the second constraint mentioned above,

more worksheets and exercises were given to the participants as homework to do and

solve during their leisure time. It was believed that through drilling, participants are

able to foster the mathematical knowledge and skills taught by the researcher in the

class. Second cycle of this action research was carried out to overcome the constraints

faced in the first cycle. It was done to spur the participants to achieve better academic

performance for the next mathematics test.

8.2 Findings of the Second Cycle

After carrying out the second cycle for another 2 weeks, participants were

asked to sit for the post-test 2 (Appendix 3). The test scores obtained from the

participants in the post-test 2 were compared with their test scores in the post- test 1.

The comparison could be seen in Figure 3 below:

Figure 3: Participants’ Scores in Post-test 1 and Post-test 2

Based on Figure 3, participant P1 was showing improvement in his post-test 2

score if compared to post-test 1. He improved from 79% to 87%. Participant P2 was

showing improvement in his test score by gaining 77% in the post-test 2 if compared

to his previous test score, 70% in post-test 1. For participant P3, his test score was

improving from 46% to 57%. In the other hand, participant P4’s test score was

increasing from 52% to 64%.

It was realised that the academic performance of the participants after the

implementation of the modified plan in the second cycle was enhanced. All of the

participants were doing better in post-test 2 if compared to post-test 1. Among the

four participants, participant P3 and P4 achieved the improvement score which more

than 10%. The improvement score for participant P4 was 12% while participant P3

25
was 11%. As for participant P1 and P2, they both received more than 5% for

improvement score and that was 8% and 7% respectively.

Through the observation made, it was discovered that the participants

increased their academic performance in mathematics after carrying out the modified

action plan in the second cycle. By asking the participants to build out the

multiplication tables based on the requirements of the multiplication questions by

using repeated addition was shown as an effective method to help the participants to

solve the mathematics questions involving multiplication. In addition, by building

and writing out the multiplication tables, the participants were able to refer to the

multiplication tables built formerly when solving another similar multiplication or

division questions. This method proved to benefit the participants with short-term

memory or facing difficulties in memorizing the multiplication tables from 1 to 9.

Moreover, the drilling method applied together with STAD model succeeded

in helping the participants to improve their learning in mathematical concepts and

skills. Through practices given to the participants to be done and completed in the

group or individually during their leisure time, participants were able to practice and

recall the mathematics skills and concepts learnt repetitively.

8.2.1 Constraint and Suggestion

When carrying out the modified action plan in the second cycle, it was found

that some of the participants did not finish or complete the tasks or worksheets given

to each of the groups. The main reason that caused this situation was due to problem

with their learning attitude. Pupils’ learning attitude in mathematics was one of the

main reasons that drove the pupils’ low academic performance in the mathematics

subject. Pupils usually lack of motivation to complete the homework or practices

given to them when there was nobody beside them to guide or motivate them. The

learning attitude shown by the participants in this research would be the one of the

26
main factors that stopping them from achieving higher academic performance if there

was no action taken to overcome this problem.

To solve the issue above, researcher integrated “Token System” together with

STAD model to motivate participants learning attitude in mathematics as well as to

aid the participants to maximise their academic performance in mathematics. To

implement the “Token System”, a reward card was given to each of the participants.

When a participant performed well in their learning or completed the tasks or

homework given by the researcher, a “smiley face” would be stamped on the reward

card. The participants could claim their rewards from the researchers when they had

collected 8 smiley faces. This modified action plan was carried out in the third cycle.

8.3 Findings of the Third Cycle

After carrying out the action plan modified from the second cycle, post-test 3

(Appendix 4) was given to the participants to obtain the outcomes of the action plan

implemented for the third cycle. After calculating the participants’ scores in post-test

3, comparison of their scores in post-test 2 and post-test 3 was made. Figure 4 showed

clearly the scores achieved by the participants in post-test 2 and post-test 3, the

comparison of scores of the participants obtained from the two tests.

Figure 4: Participants’ Scores in Post-test 2 and Post-test 3

Based on the graph above, participant P1 showed improvement in his test

score in post-test 3 if compared to post-test 2. His test score was increasing from 87%

to 92%. For participant P2, his test score was increasing from 77% to 84% while

participant P3 improved his test score from 57% to 70%. In addition, participant P4

also showed improvement in his test score in post-test 3 if compared to post-test 2 by

increasing of test score from 64% to70%.

27
 It was discovered that, participant P3 achieved improvement score of 13%

then followed by participant P2 with improvement score of 7%. Participant P4 and

participant P1 respectively obtained 6% and 5% for their improvement scores.

The “Token System” applied together with STAD model reinforced the

participants’ learning and enhanced their learning attitude in mathematics was proven

to be effective. Participants who completed the homework or practices were given by

researcher in time without reminding from the researcher were qualified to collect

enough “smiley face” stamps to exchange with mystery rewards. The “Token

System” was meant to be a tool to motivate and reinforce participants’ learning in

mathematics as well as to improve their learning attitude. The application of the

“Token System” enabled the participant to take learning more seriously for

mathematics subject.

8.3.1 Constraint and Suggestion

Although “Token System” had proven its effectiveness, it brought

disadvantages at the same time to the participants. One of them was that participants

tend to ask for rewards for their completed work or tasks. They were becoming more

materialistic. The participants would not work hard to complete the tasks or practices

given if no rewards or extrinsic motivation given. Such attitude would also affect

their attitude in treating the people around them. For example, they would not lend

their hands to the ones who needed it if there was no reward for their sacrifices. To

investigate more detail about the “Token System” as well as their advantages and

disadvantages, further research should be made to analyse the “Token System” in

influencing pupils’ learning in mathematics.

8.4 Participants’ Attitude towards Mathematics

28
 A set of questionnaire (Appendix 5) was designed to be used as the instrument

to measure participants’ attitude towards mathematics after the application of STAD

model. The four participants in this action research had taken the questionnaire after

the implementation of STAD model for mathematics subject respectively. The

questionnaire was meant to evaluate the effectiveness of STAD model in enhancing

participants’ interest, mastery in mathematics and also their social interaction in the

class.

8.4.1 Participants’ Interest in Learning Mathematics

The Table 3 displayed the participants’ responses towards the implementation

of STAD model in the teaching and learning mathematics in the aspect of their

interest in learning mathematics based on the eight questions from the questionnaire.

From the Table 3, all of the participants strongly disagreed that learning in

group was not suitable for them in learning mathematics. Besides that, they were also

strongly agreed that they would like to share their knowledge with their team

members in learning mathematics. There were 2 participants who respectively agreed

and strongly agreed that the group activities increased their interest in learning

mathematics and they would like to have group activities most of the time for the

mathematics subject.

In addition, 2 participants respectively agreed and strongly agreed that the

teaching and learning of mathematics was more interesting after the implementation

of group activities. There was 1 participant who agreed and 3 participants who

strongly agreed that they enjoyed learning in group, looking forward for the

mathematics lessons because they could study together with their friends, and

continued learning mathematics in groups with their friends.

Table 3: Analysis of Participants’ Interest in Learning Mathematics

29
 No. Number of Participant
Strongly Disagree Agree Strongly
Item Question Disagree Agree
1. I enjoy learning in group 1 3
4. The group activities increase my

interest in learning mathematics. 2 2

5. The teaching and learning of

mathematics is much more

interesting with the 2 2

implementation of group

activities.
8. I am looking forward for

mathematics lesson because I

can study together with my 1 3

friends.
13. I love to share my knowledge

with my group members in

learning mathematics. 4
15. I would like to have group

activities most of the time. 2 2

16. I would like to continue learning

mathematics in group with my 1 3

friends.
18. Learning in group is not suitable

for me in learning mathematics. 4

8.4.2 Participants’ Mastery in Mathematics

The Table 4 below showed the participants’ response towards the mastery in

mathematical concepts and skills after the implementation of STAD. Six questions

were answered by the participants for this session to survey participants’ opinions

30
towards the implementation of STAD in helping them to master the mathematical

knowledge and skills.

According to the data arranged in the table 4, it could be seen that there were 3

participants who strongly disagreed that group activities did not help them a lot in

learning mathematics. Four of them all agreed that it was easy for them to learn

mathematics by working together with their friends and their academic performance

in mathematics had improved after learning together with their friends in groups.

Moreover, all of them were also able to solve most of the mathematical problems

after learning mathematics in groups. 3 participants strongly disagreed while 1

participant disagreed that group activities did not help them a lot in learning

mathematics and they were still facing troubles in learning mathematics after the

group works were carried out. 3 participants and 1 participant strongly agreed and

disagreed respectively that learning in groups made them easier to understand

mathematics.

Table 4: Analysis of Participants’ Mastery in the Mathematics

No. Number of Participant
Item Question Strongly Disagree Agree Strongly
Disagree Agree
3. It is easy for me to learn

mathematics by working 4

together with my friends.

6. Group activities do not help me a

lot in learning mathematics. 3 1

7. Learning in group makes me

easy to understand mathematics. 1 3

10. I am still facing difficulties in

learning mathematics after the 3 1

group works are carried out.

14. My academic performance in
31
 mathematics is improved after 4

learning together with my

friends together as a group.

17. I able solve most of the 4

mathematics problems after

learning mathematics in group.

8.4.3 Participants’ Social Interaction in the Class

The set of questions extracted from the questionnaire below was meant to

evaluate the participants’ social interaction with their own team member as well as

their friends from the other groups in the class after the implementation of STAD

model in the teaching of learning in mathematics. 4 questions were prepared in this

session.

From the response given by the participants in Table 5, it was discovered

that there were 4 participants strongly agreed that they liked to learn with friends and

believed that group activities gave them chances to participate activity in the

mathematics subject. Respectively, there were 3 participants strongly agreed and 1

participant disagreed that they were able to communicate better with their friends in

the class after learning in the groups for mathematics subject and learning in groups

enabled them to have positive relationship with their friends.

Table 5: Analysis of Participants’ Social Interaction in the Class.

No. Question Number of Participant

Item Strongly Disagree Agree Strongly
Disagree Agree
2. I like to learn with friends. 4
9. I able communicate better with

friends after learning in group

for mathematics subject 1 3

32
 11. Group activities give me chances

to participate actively in the 4

mathematics subject.
12. Group learning enables me to

have positive relationship with 1 3

my friends.

8.5 Participants’ Common Errors

There were some errors made by the participants in the mathematics tests

throughout the three cycles of the action research. These errors were the mistakes

that caused them to lose marks in the examination and influenced their academic

performance in mathematics negatively. STAD model had shown its effectiveness in

helping the participants to make less common errors in the mathematics tests through

the improvement of scores in their achievement tests (Figure 2, Figure 3 and Figure

4) after STAD model was implemented in the teaching and learning of mathematics

in the classroom.

It was also discovered that the common errors made by the participants were

normally due to the reason of comprehension error, careless error, procedural error

and encoding error. In the next sessions, the four common types of errors made the

participants were analysed and discussed.

8.5.1 Comprehension Error

Comprehension error was made by the participants when they did not

understand the requirement of the questions or the specific terms within the problems.

When the participants could not understand the requirement of the questions, they

33
would surely unable perform the correct solutions for the questions. Some examples

of the comprehension error made by the participants were analysed and interpreted in

Table 6.

Table 6: Analysis of Comprehension Errors

No. Question and Solution Error and Explanation

1. Arrange the numbers in ascending Error:

order.
123 540, 120 234, 123 430, 123 411

123 540, 120 234, 123 430,

Explanation:
123 411
Participant did not understand the key
Solution:
word “ascending” in the question. They

120 234, 123 411,124 430, 123 540 misunderstood the meaning of

“ascending” with “descending”.

2. Find the differences between 221 Error:

871 and 120 121.

221 871

+ 120 121

341 992
Solution:

221 871 Explanation:

- 120 121
Participant did not understand the key
101 750
word “differences” in the question. They

misunderstood the meaning of

34
 “differences” with “total”.
3. Write 22 345 in extended notation. Error:

Solution: 2+2+3+4+5

20 000 + 2 000 + 300 + 40 + 5 Explanation:

Participant did not understand the

concept of “extended notation”. He

thought that “extended notation” was just

about separate the 5 digit numbers in “22

345” and connected them with “+”.

8.5.2 Careless Error

Participants often made careless errors in the mathematics tests. Careless error

was made due to the participants learning attitude. They tended to rush to solve all the

questions in the tests in the shortest time. They did not want to recheck their solutions

for the second time although enough time was left for them to do so. Their laziness

shown in their learning attitude caused them to make careless error in the

mathematics tests. Some examples of the careless errors made by the participants

were listed in Table 7.

Table 7: Analysis of Careless Errors

No. Question and Solution Error and Explanation

1. 574 239 can be written in extended Error:

notation as ___________.
500 000 + 70 000 + 200 + 30 + 9

Solution:
Error

500 000 + 70 000 + 4 000 + 200 +

Explanation:

35
 30 + 9 The participant overlooked the digit

“4” in the numbers “574 239”

2. 700 005 – 37 287 = _______ Error:

Solution: 700 005

Error
- 37 285
700 005
662 710
- 37 287

662 718
Explanation:

The participant carelessly copied

down the wrong number to be

subtracted from 700 005. Instead of

37 287(correct number), the number

37 285 was copied down.

3. 451 062 + 142 337- 361 781 = Error:

Solution: 451 062 593 399

- 142 337 - 361 181 Error

451 062 593 399
593 399 232 218
- 142 337 - 361 781

593 399 231 618

Explanation:

The participant able performed the

procedural steps of solving this

question correctly. However, the

participant carelessly copied the

wrong number to be subtracted.

Instead the number “361 781”, he

copied “361 181”. He carelessly

36
 copied the digit “7” with “1”.

8.5.3 Procedural Error

Procedural error meant the error occurred during the process of solving the

questions. These errors made caused the participants unable to get the correct answer

for the questions. The participants who made such errors were mostly due to the

problem of incorrect steps or missing steps. Some examples of the procedural errors

done by the participants were displayed in Table 8.

Table 8: Analysis of Procedural Errors

No. Question and Solution Error and Explanation

1. 234 871 × 4 =________ Error:
4
Solution: 234 871
×1=4
× 4
234 871 ×2=8
939 704
× 4 × 3 = 12

939 484 × 4 = 16

× 5 = 20

Erro
r

Explanation:

37
 The participant firstly built the times-

table of 4. The participant used

repeated addition to form the times-

table of 4. Mistake occurred at

“4 × 7”. He counted “24 + 4”

wrongly. Instead of the correct

answer “28”, he wrote “30”.

2. 456 989 + 334 567 – 165 213 = ___ Error:

Solution: 456 989 791 555 Error

+ 334 567 - 165 213

456 989 791 556
791 555 626 342
+ 334 567 -165 213

791 556 626 343

Explanation:

The participants miscalculated and

wrote down the “5” at the ones for the

answer “791 556”. This caused the

participants unable to proceed to get

the correct answer for this question.

3. 628011 – 233 192 – 123 762 =____ Error:
Participant did not
Solutin: 628 011
do the second step
- 233 192
628 011 394 819
394 819
-233 192 - 123 762

394 819 271 057

Explanation:

Firstly, participant only solved first

half of the mathematical sentence and

38
 did not solve the second half of the

question. The second step of solving

the question and that was subtracting

“123 762” from the answer obtained

from the first step was missing.

8.5.4 Encoding Error

Encoding error occurred when the participants solved the problems but did not

write the solution in appropriate and acceptable forms. Encoding the answers for the

mathematics questions was the last part of solving the questions. However, some

participants unable performed this step well and made such kind of error and thus

caused them to lost marks in the mathematics tests. The analysis and interpretation of

the participants’ encoding errors were shown in Table 9.

Table 9: Analysis of Encoding Errors

No. Question and Solution Error and Explanation

1. What is the mixed number for Error:

136 ?
2
Solution: 6 13 Error
12
1

Answer: ?

39
 Explanation:
2
6 13 The participant worked out the correct
12
1 solution to the problem, but unable wrote

the correct answer that required by the

problem and that was “mixed number for

Answer: 2 16
136 ”.
2. Jaafar earns RM 345 901. He Error:

spent RM 290 000. How much 345 901

+290 000
money does Jaafar have now? 635 901 Error

Solution: Explanation:

RM 345 901 The answer written was not together with

+ RM 290 000
RM 635 901 its unit. Although the calculation of this

question was correct, participants lost

marks because no unit “RM” was added

together with the answer obtained.

9.0 RESEARCH FINDINGS REFLECTION

This research was carried out to apply and evaluate the effectiveness of STAD

model to enhance Year 5 pupils’ performance in mathematics especially their

academic performance in mathematics. Besides, this research also aimed to help the

year 5 pupils to have positive attitude towards mathematics and analyse the common

errors made in mathematics tests.

The instruments in this research were achievement test, observation and

questionnaire. Each of the instruments was respectively used to evaluate the

effectiveness of STAD model in enhancing the participants’ academic performance in

mathematics, analysing participants’ common errors in the mathematics tests,

40
observing and determining the constraints faced in each of the cycles when carrying

out this action research, and evaluating participants’ attitude towards mathematics.

This action research was carried out in total of 3 cycles. 5 previous tests’

scores of the participants were collected and counted to get the participants’ base

scores. A post-test was carried out every after 2 weeks of the implementation of

STAD model to obtain the data needed to compare the participants’ test’s scores

before and after the implementation of STAD model. Action plan was modified for 2

times based on the constraints faced in the previous cycles. The post-tests were meant

to identify participants’ improvement shown in academic performance and also the

common errors made by the participants in mathematics. Questionnaire was the

instrument used to evaluate participants’ attitude towards mathematics from the

aspects of interest in learning mathematics, mastery in mathematics and also their

social interaction in the class. Observation was done through informal observation in

the class, journal and reflection in the daily lesson plan. The aspects observed were

based on participants behaviours, social interaction and participants’ participation in

STAD model.

9.1 Effectiveness of STAD in Enhancing Participants’ Academic

Performance

According to the analysis and interpretation of the data presented in Figure 2,

Figure 3 and Figure 4, the effectiveness of the STAD model in enhancing

participants’ academic performance was proven. The participants’ academic

performance was improving from the post-test 1, post-test 2 and post-test 3.

Participants gained better scores in the mathematics tests after implementing the

STAD in the teaching and learning of mathematics in the classroom. It was proven

that implementation of STAD model was effective in increasing participants’

academic performance in mathematics. The improvement scores obtained in their

post-tests were the best evidences.

41
 These positive results gained verified that when participants were

participating actively in the teaching and learning of mathematics through STAD

model with the same group goals, the participants could easily understand the

mathematical knowledge taught to them and hence enhanced their academic

performance in mathematics. The positive results gained from this research was also

supported by Slavin (1980) in Wong (2007), Syafini Bt. Ismail and Tengku Nur

Rizan Bt Tengku Mohamad Maasum (n.d) and Slavin (1989) in Gillies and Ashman

(2003). Based on the analysis and interpretation of data done, the researcher

confidently concluded that the implementation of STAD model is effective in

enhancing year 5 pupils’ performance in mathematics.

9.2 Participants’ Attitude towards Mathematics

Based on the analysis of the questionnaire shown in Table 2, participants’

attitude towards mathematics were analysed from three aspects (interest, mastery in

mathematics, and social interaction). After analysis of the questionnaires was done, it

was discovered that the participants’ interest in mathematics had increased after the

implementation of the STAD model if compared to before. They found that learning

mathematics was fun and enjoyable when cooperative learning was applied. They

participated actively in the teaching and learning in mathematics with their own group

members through group activities. Through group activities, the participants initiated

to finish the tasks given to them. Researchers or teachers only played the role of the

guide most of the time when cooperative learning were applied. The findings agreed

with Armstrong et al. (1998).

The participants’ mastery in mathematics was also improved. This statement

could be proven through the analysis of the post-tests (Figure 2, Figure 3 and Figure

4) and also through the questionnaires taken by the participants (Table 4). Participants

agreed that the STAD model enabled them to understand better the mathematical

42
knowledge and skills taught to them in the class easily. The participants’ critical

thinking and problem solving skills were also enhanced throughout the group

discussion. These findings were similar with the findings of Effandi Zakaria and

Zanaton Iksan (2006).

Moreover, participants’ social interaction in the class was also enhanced after

the implementation of STAD model. Participants prefer to work together with their

peers or group members more when solving the tasks given in mathematics instead of

working alone. They loved to share ideas with their peers or group members and thus

maximized their learning. Through the discussion among their own group or with

other groups, positive interaction was occurred, hence fostered their relationship.

These findings were proven the findings Effandi Zakaria et al. (2010). Therefore,

based on these findings, researcher can confidently claim that STAD model is able to

enhance participants’ attitude towards mathematics.

9. 3 Participants’ Common Errors

The most common errors made by the participants in the mathematics tests

were also analysed in this research. These errors disabled the participants to obtain

good scores in mathematics tests. There were four main common errors made by the

participants in the tests. The errors were comprehension error, careless error,

procedural errors and encoding error. These errors occurred were mainly due to the

reasons of did not understand the requirement of the mathematics questions,

participants’ impatience in doing the mathematics tests, and their laziness in

rechecking their answers. However, most of these errors were pointed out and

improved through group learning. Participants taught each other through STAD

model and help in correcting the mistakes made by their peers or team members.

Hence, the participants would be more aware of the common errors made by them

43
and made less common errors when solving the mathematics questions in the tests.

The findings above were supported by the findings of Huang (2008).

10.0 FURTHER RESEARCH

Based on the research carried out, it is suggested that the time given to carry

out the research can be extended. The motive to do is so that the researcher can carry

out the research for longer time to collect more data to evaluate the effectiveness of

STAD in enhancing participants’ performance in mathematics. It is believed that the

data collected for this research can be more precise and accurate if more time is

given.

In addition, it is also recommended that further research can be carried out to

evaluate the effectiveness of STAD model in enhancing participants’ performance in

other subjects such as Science and English.

Thirdly, researcher also proposes that further research can be carried out to

overcome the constraints faced in the third cycle after the application of “System

Token” with STAD model. Further research should be carried out to analyse the

“System Token” in influencing the participants’ learning attitude in mathematics.

Lastly, it is suggested that similar research can be carried out in the other

primary schools especially the town schools. This is because the teaching and

learning styles of the pupils from the town schools might be different with the pupils

from the outskirt of the town.

44
 REFERENCES

Armstrong, et al. (1998). Student Teams Achievement Divisions (STAD) in a twelfth

grade classroom: Effect on student achievement and attitude.
[Online].Available:http://findarticles.com/p/articles/mi_qa3823/is_199804/ai_
n878382. [2010, February 10].

Baskerville, R.L. (1999). Investigating Information System With Action Research.

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1(1): 82-89.
APPENDIX 1

PARTICIPANT INFORMATION FORM

Please fill your information in the blanks provided for each of the questions. Tick (√)

your option.

Participant’s Information

Name : ……………………………………

Class :……………………………………

Gender:……………………………………

Race :……………………………………

1. Previous test score in mathematics subject:

0 – 30%

31 – 50%

51 – 70%
48
 71 – 80%

81 – 100%

2. Interest in mathematics subject:

High Medium Low

APPENDIX 2

Post-test 1

MATHEMATICS YEAR 5

Name:_____________________ Date:______________Score:_________________

Section A:Circle the correct answer:

1) 54 143 is read as

A. fifty-four thousand one hundred and forty-three

B. fifty-three thousand one hundred and forty-three

C. fifty-four thousand one hundred and forty-four

D. fifty-four thousand two hundred and forty-four

Answer: A

2) What the place value of the numerals 7 in the number 327 610?

A. tens

B. hundreds

C. thousands

D. ten thousand

Answer: C

49
3) Round off 537 927 to the nearest ten thousand

A. 540 000

B. 530 000

C. 520 000

D. 500 000

Answer: A

4) 123 458 + 213 654 =

A. 333 112

B. 327 112

C. 337 112

D. 338 112

Answer: C

5) 446 819 – 210 456 – 100 000 =

A. 134 363

B. 135 363

C. 146 363

D. 136 363

Answer: D

6) - 15 421 = 54 214. Find the answer in blank.

A. 89 635

B. 69 645

C. 89 635

D. 69 635

Answer: D

7) 31 203 × 2 =

50
 A. 62 406

B. 61 406

C. 62 306

D. 61 306

Answer: A

8) 6 456 × 100 =

A. 64 560

B. 64 500

C. 645 600

D. 656 000

Answer: C

9) 2 435 × 52 =

A. 106 620

B. 116 620

C. 126 620

D. 136 620

Answer: C

10) 7 404 ÷ 6 =

A 1 034

B. 1 134

C. 1 234

D. 1 334

Answer: C

51
Section B: Answer all the questions below.

1) Write 234 879 in words

Answer: two hundreds thirty-four thousands eight hundreds and seventy-nine

2) Write 22 345 in extended notation.

Answer: 20 000 +2 000 +300 + 40 + 5

3) Write sixty-five thousand seven hundred and twenty-one in numeral.

Answer: 65 721
4) Arrange the numbers in ascending order.

123 540 , 120 234, 123 430, 123 411

Answer: 120 234, 123 411, 123 430, 123 540

5) Round off 871 253 to the nearest ten thousand.

Answer: 870 000

6) State the value of the digit 7 in the number 876 234.

Answer: 70 000

7) 286 274 + 345 761 =

286 274
+ 345 761
632 035

Answer: 632 035

8) 671 921 – 521 813 =

671 921
- 521 813
150 108
52
Answer: 150 108
9) 234 871 × 4 =

234 871
× 4
939 484

Answer: 939 484

10) 628 011 – 233 192 – 123 762 =

628 011 394 819

- 233 192 - 123 762
394 819 271 057

Answer: 271 057

11) Calculate the sum of 234 871 and 123 456

234 871
+ 123 456
358 327

Answer: 358 327

12) 267 180 × 3 =

267 180
× 3
801 540

Answer: 801 540

13) 672 234 + 112 234 = ____________

672 234
+ 112 234
784 468

Answer: 784 468

14) Mary had 345 568 sweets. Rafiq took 76 123 sweets from Mary. Rafiq left
how many sweets left?
345 568
- 76 123
269 445 53

Answer: 269 445 sweets

15) + 123 728 = 872 234. Find the answer in

872 234
- 123 728
748 506

Answer: 748 506

16) Find the differences between 221 871 and 120 121.

221 187
- 120 121
101 750

Answer: 101 750

17) Halim has 8 561 crates of oranges. There are 24 oranges in each crate. How
many oranges are there altogether?

8 561
× 24
34 244
17 122_
205 464

Answer: 205 464 oranges.

18) Erricson bought 124 980 apples while Rafiq bought 293 345 apples. How
many apples altogether?

124 980
+ 293 345
418 325

Answer: 418 325 apples.

19) Jaafar earns RM 345 901. He spends RM 290 000. How much money
does Jaafar have now?
RM 345 901
-RM 290 000
RM 55 901

Answer: RM 55 901

54
20) There are 80 123 match boxes. Each box has 5 matchsticks. How many
matchsticks are there altogether?

80 123
× 5
400 615

Answer: 400 615 matchsticks.

55
 APPENDIX 3

Post-test 2

MATHEMATICS YEAR 5

Name:___________________Date:_________________Score:________________

Section A: Circle the correct answer.

1) Six hundred fifty-eight thousand six hundred and five written in numerals is

A. 658 006

B. 658 055

C. 658 605

D. 658 650

Answer: C

2) Which of the following number has digit 4 with a value of 40 000?

A. 842 397

B. 794 316

C. 572 142

D. 390 164

Answer: A

3) 256 641+ 45 723 – 23 454 =

A. 275 910

B. 276 910

C. 277 810

D. 278 910

Answer: D

56
4) 2 345 × 32 =

A. 75 030

B. 75 040

C. 75 050

D. 75 060

Answe: B

5) Find quotient of 19 314 × 6

A. 114 880

B. 114 894

C. 115 884

D. 116 884

Answer: C

6) 1 632 ×5 ÷ 10

A. 716

B. 816

C. 916

D. 1 016

Answer: B

7) 700 005 – 37 287 – 1 000 =

A. 614 719

B. 648 719

C. 661 718

D. 671 718

Answer: C

8) Which of the following is not an improper fraction?

57
 A. 73

B. 76

C. 74

D. 78

Answer: D

9)

The shaded part in the diagram above represents

A. 103

B. 104

C. 93

D. 94

Answer: D

10) 2 550 ÷ 3 × 8 =

A. 7 040

B. 6 840

C. 6 940

D. 6 800

Answer: D

58
Section B: Answer all the questions below.

1) Write 356 760 in words

Answer: three hundred fifty-six thousand seven hundred and sixty

2) 451 062 + 142 337 + 361 781 =

451 062 593 399

+ 142 337 + 361 781
593 399 955 180

Answer: 955 180

3) What is the differences between 776 158 and 43 116?

776 158
- 43 116
733 042

Answer: 733 042

4) 4 761 × 23 =

4 761
× 23
14 283
95 22_
109 503_

Answer: 109 503

5) 130 100 ÷ 10 × 4 =

13 010
× 4
52 040

Answer: 52040

59
6) Find the total of 600 165, 45 783 and 2 546

600 165 554 382

+ 45 783 + 2 546
645 948 648 494

Answer: 648 494

7) 466 954 ÷ 8 =

(r)

Answer: 58 369….2(r)
8) 700 005 – 37 287 =

700 005
- 37 387
662 618
Answer: 662 618

9) 574 239 can be written in extended notation as ___________

Answer: 500 000 + 70 000 +4 000 + 200 + 30 +9

10) Write 92 in words.

Answer: nine halves.

60
11) Calculate 123 450 × 3 ÷ 10 =

123 450 37 035

10 370 350
× 3
- 30
70
370 350 - 70
3
-0
35
- 30
50
- 50

Answer: 37 035

12) 2 134 + = 321 210

321 210

- 2 134

319 076

Answer: 319 076

13) What is the mixed number for 127 ?

= 157
1
7 12
- 7
5

Answer: 157
14) Mary has 123 456 sweets. Rafiq takes 34 123 sweets from Mary. Rafiq has
how many sweets left?

123 456

- 34 123

61
 89 333

Answer: 89 333 sweets

15) - 123 728 = 872 234. Find the answer in

872 234

+ 123 728

995 962

Answer: 995 962

16) 872 234 + 123 728 – 165 213 =

872 234 995 962

+ 123 728 -165 213

995 962 830 749

Answer: 830 749

17) Azrin has 2 345 crates of oranges. There are 12 oranges in each crate.
How many oranges are there altogether?

2 345

× 12

4 690

23 45_

28 140

62
Answer: 28 140 oranges

18) Mr. Lim puts 15 072 marbles into 12 boxes. How many marbles are there in 7
boxes?

1 256

× 7

8 792

Answer: 8 792 marbles.

19) The population of the three towns are 234 897, 120 970 and 87 123. Calculate
the total population of the three towns.

234 897 355 867

+ 120 970 + 87 123

355 867 442 990

Answer: 442 990 population

20) A supermarket ordered 5 875 boxes of oranges for Chinese New Year. There
are 80 oranges in each box. Find the total number of oranges ordered.

5 875

× 80

0 000

470 00

470 000

63
Answer: 470 000 oranges.

APPENDIX 4

64
 Post-test 3

MATHEMATICS YEAR 5

Name:___________________Date:_________________Score:________________

Section A: Circle the correct answer.

1) Six hundred sixty-eight thousand six hundred and five written in numerals is

A. 658 006

B. 658 055

C. 668 605

D. 668 650

Answer: C

2) Which of the following number has digit 4 with a value of 400?

A. 842 397

B. 794 316

C. 572 402

D. 390 164

Answer: C

3) 256 641+ 45 723 – 23 453 =

A. 278 911

B. 279 910

C. 278 811

D. 279 910

Answer: A

4) 2 345 × 31 =

A. 72 695

B. 72 694
65
 C. 72 705

D. 72 704

Answer: A

5) 45 661÷ 7

A. 6 423

B. 6 523

C. 6 623

D. 6 723

Answer: B

6) 1 632 × 5 ÷ 10

A. 716

B. 816

C. 916

D. 1 016

Answer: B

7) 25 789 + 37 287 – 1 000 =

A. 61 176

B. 61 176

C. 62 076

D. 62 176

Answer: C

8) Which of the following is an improper fraction?

A. 13

B. 76

C. 34

66
 D. 78

Answer: B

9)

The shaded part in the diagram above represents

A. 103

B. 104

C. 93

D. 114

Answer: D

10) 338 460 ÷ 6 × 4 =

A. 222 640

B. 223 640

C. 224 640

D. 225 640

Answer: D

Section B: Answer all the questions below.

1) Write 151 760 in words

Answer: one hundred and fifty-one thousands seven hundred and sixty

2) 451 062 + 142 337 - 361 781=

451 062 593 399
+ 142 337 - 361 781
593 399 231 618
67
Answer: 231 618
3) What is the difference between 76 159 and 43 816

76 159
- 43 816
32 343
Answer: 32 343

4) 4 761 × 45 =

4 761
× 45
23 805
190 44
214 245

Answer: 214 245

5) 113 010 ÷ 10 × 6 =

11 301
11 301 × 6
10 113 010 67 806
- 10
13
- 10
30
-30
1
-0
10
-1 0

6 ) Find the total of 600 165, 45 783 and 12 546

7) 234 + 124
600 165 645 948
+ 45 783 + 12 546
= 2 +1 645 + 24
+ 34948 658 494
= 3 +658
Answer: 54 494

= 3 + 44 + 14

= 3 + 1 + 14 = 4 14
Answer: 4 14

68
8) 168 352 ÷ 32 =

5 261
32 168 352
- 160
83
-64
1 95
- 1 92
32
- 32

9) 994 229 can be written in extended notation as _________________

Answer: 900 000 + 90 000 + 4 000 + 200 + 20 +9

10) Write 74 in words.

Answer: seven quarters

11) Calculate 123 450 × 6

123 450
× 6
740 700

Answer: 740 700

12) 12 134 + = 321 210. Find the answer in .

321 210
- 12 134
309 076
69
Answer: 309 076
13) What is the mixed number for 136 ?

2
6 13
- 12
1

Answer: 2 16
14) Azrin had 145 456 sweets. Alif took 54 023 sweets from Azrin. Azrin left
how many sweets?

145 456
- 54 023
91 433
Answer: 91 433 sweets.

15) - 423 788 = 972 134. Find the answer in .

972 134
- 423 788
1 395 922
Answer: 1 395 922
16) 456 989 + 334 567 – 165 213 =

456 989 791 556

+ 334 567 - 165 213
791 556 626 343
Answer: 626 343

17) Zul has 12 345 crates of oranges. There are 12 oranges in each crate. How
many oranges are there altogether?

12 345
× 12
18) Ali put 469 278 marbles into 9 boxes. How many marbles in 8 boxes?
24 690
123 45
148 140
52 142
9 469
Answer: 148278 140 oranges
- 45
19
- 18
12 52 142
- 9
37 × 8
- 36 417 136
70
18
- 18
 19) The population of three towns are 214 897, 121 970 and 187 123. Calculate
the total population of the three towns.

214 897 336 867

+ 121 970 + 187 123
336 867 523 990
Answer: 523 990 population

20) A supermarket ordered 115 875 boxes of oranges for Chinese New Year.
There are 8 oranges in each box. Find the total number of oranges ordered.
115 875
× 8
927 000

Answer: 927 000 oranges.

APPENDIX 5

Questionnaire

Recently, your mathematics teacher has applied cooperative learning during the

teaching and learning of mathematics subject in the classroom. Your opinion and

view about this cooperative learning strategy is need. Please give your respond based

on the questions posed below on how much you agree with the application of

71
cooperative learning strategy for mathematics subject by using four-point scale which

stated as below:

1 – Strongly disagree

2 – Disagree

3 – Agree

4 – Strongly Agree

Instruction:

Please (√) at the columns which match with your answer.

For example,

Scale
1 2 3 4
No. Question
1. I enjoy learning mathematics with my team √

member.

Scale
1 2 3 4
No. Question
1. I enjoy learning mathematics in group.

2. I love to learn with friends

3. It is easy for me to learn mathematics by

working together with the others.

4. The group activities increase my interest in

learning mathematics.

72
5. The teaching and learning of mathematics is

much more interesting with the

implementation of group activities.

6. Group activities do not help me a lot in the

learning of mathematics subject.

7. Learning in group makes me easy to

understand mathematics.
8. I am looking forward for the mathematics

lessons because I can learn together with my

friends.
9. I able communicate better with my friends

after learning in group for mathematics

subject.

Scale
1 2 3 4
No. Question
10. I am still difficulties in learning mathematics

after the group works was carried out.

11. Group activities give me chances to

participate actively in the mathematics

lessons.
12. Learning in group enables me to have

positive relationship with my friends.

13. I love to share my knowledge with my group

73
 members in learning mathematics.

14. My academic performance in mathematics is

increased after learning together with my

friends.
15. I would like to have group activities for the

mathematics lesson most of the time.

16. I would like to continue learning

mathematics in group with my friends.

17. I able solve most of the mathematics

problems after learning mathematics in

group.
18. Learning in group is not suitable for me in

learning mathematics.

74