Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10
Jo Angeli Ipo Ong
joangeli.ong@deped.gov.ph
Department of Education, Ocampo National High School
San Francisco, Ocampo Camarines Sur, Philippines
DOI: https://doi.org/10.54476/ioer-imrj/104815
ABSTRACT
This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04).
Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy