The effects of cooperative learning on Turkish elementary students' mathematics achievement and attitude towards mathematics using TAI and STAD methods

This study was designed to compare the effects of Team Assisted Individualization (TAI) and Student Teams-Achievement Divisions (STAD) on fourth grade students' academic achievement in and attitudes towards mathematics. Seven classes of a school were randomly selected for this experimental study. Two of these were given instruction through TAI; two through STAD, and the remaining three were treated as a control group. For the purpose of the data analysis regarding academic achievement, the 3?X?1 covariance analysis was used to compare the groups. As a result of this comparison, both the TAI and STAD methods were found to have positive effects (d?=?1.003 for TAI and d?=?0.40 for STAD) on students' academic achievement in mathematics. The pairwise comparisons showed that the TAI method had a more significant effect than the STAD method. The scores for the attitude towards mathematics were analyzed by using non-parametric statistics. As a result of this analysis, no significant difference was observed regarding students' attitudes towards mathematics. © 2007 Springer Science+Business Media B.V