EFFECT OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) ON PARAGRAPH WRITING SKILLS OF ELEMENTARY STUDENTS

Abstract

It has been observed in Pakistan that students of public schools face difficulty in learning of English. There are multiple reasons which can be attributed to this deficiency. Learning of English requires proficiency in listening, speaking, reading and writing. In this article the researcher is focusing on the writing skills as at Elementary level the evaluation process is mainly based on this skill. Therefore, the researcher aimed to identify the effect of Student Teams Achievement Division (STAD) on paragraph writing skills of elementary level students. It was a quasi experimental study in which two tests pre and post were used as instruments for the collection of data. Fifty five students of grade seven comprised the sample of the study. In which thirty students were in the experimental group and twenty five in the control group as intact groups were taken. Duration of the treatment was eight weeks. STAD and traditional teaching were applied as two different methods for students in experimental and control group. Data was analyzed through t-test. The results revealed that test scores of students in experimental group improved more rapidly than those in control group. Thus, it was concluded that in comparison with the traditional teaching STAD teaching proved beneficial and enhanced the students’ performance in English paragraph writing.